ethanporcaro/eric-fulltext-meta huggingface dataset:
Learners&apos; and Teachers&apos; Perceptions of Learning Analytics (LA): A Case Study of Southampton Solent University (SSU)
Author: Khan, Osama
Date: 2017-10-00
Type: Reports - Research
Subjects: Learning,Data Analysis,Foreign Countries,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Case Studies,Qualitative Research,School Personnel,Employee Attitudes

This paper depicts a perceptual picture of learning analytics based on the understanding of learners and teachers at the SSU as a case study. The existing literature covers technical challenges of learning analytics (LA) and how it creates better social construct for enhanced learning support, however, there has not been adequate research on whether learners and teachers understand the significance of LA and how they can utilise it for enhancement of learning and teaching. This qualitative study helps to shape understanding of an LA initiative based on one university, but with implications for other universities. Shared stakeholders' understanding of LA with an institutional strategic priority supported by a collaborative delivery would ensure a successful implementation of LA. [For the complete proceedings, see ED579395.]
Relations between Cognitive Resources and Two Types of Germane Load for Learning
Author: Miwa, Kazuhisa
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Processes,Difficulty Level,Computer Games,Pretests Posttests,Undergraduate Students,Foreign Countries,Scores,Achievement Gains

Cognitive load theory (CLT) distinguishes three types of cognitive loads: intrinsic, extraneous, and germane, of which the latter is generally imposed in learning activities. To examine the nature of germane cognitive load, the participants engaged in 8-by-8 Reversi games against computerized opponents. The experimental results indicated that germane load decreases as extraneous load increases because the cognitive resources for assigning the germane load are exhausted by the extraneous load, and that there are two types of germane load: one that increases with an increase in intrinsic load and the other increases as intrinsic load decreases. [For the complete proceedings, see ED579395.]
Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture
Author: MacLeod, Anna
Date: 2017-10-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Medical Students,Lecture Method,Questioning Techniques,Classroom Communication,Medical Education,Multicampus Colleges,Ethnography,Educational Technology,Television,Hypermedia,Telecommunications,Teacher Student Relationship,Interpersonal Communication,Qualitative Research

Current research on telepresence tends to engage a celebratory, taken-for-granted view of technology as a vehicle for improved communication and a mere backdrop against which communication unfolds. However, a growing body of literature interrogates the neutrality of technological environments in education. This paper considers the practice of lectures within distributed (multi-campus) medical education. Applying a sociomaterial theoretical lens, we analyze ethnographic data from a three-year study focused on the use of telepresence technology in the undergraduate medical program at Dalhousie University in Nova Scotia, Canada. Our research question was: How are material telepresence tools, processes and spaces enmeshed with student learning in the distributed lecture? We identified three sociomaterial complexities related to the practice of asking questions in this context: 1. Material presence and process of the button and screen in asking questions; 2. The ways in-class questions disrupt the flow of the distributed lecture; and 3. Tensions between ways in which questions are managed across sites. Attending to the seam between the social and material in the distributed lecture illuminates the challenges, barriers, and opportunities for student participation while unearthing innovative learning strategies. [For the complete proceedings, see ED579395.]
Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course
Author: Herrmann, Ines
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Computer Simulation,Design,Teaching Methods,Computer Software,Qualitative Research,Elective Courses,College Students,Foreign Countries,Visualization,Interdisciplinary Approach,Hypothesis Testing,Problem Based Learning

Cross-disciplinary skills are today's key skills for media informatics students to gain employment after graduation. However, such problem-based learning projects almost never take place due to organizational struggles. The authors suggest Scrum, a framework that is increasingly used in software engineering, as a solution for the challenges. Scrum has been implemented in a 3D media design project seminar at Dresden University of Technology during the cross-disciplinary project &quot;SUFUvet&quot; which took place in cooperation with University of Leipzig in 2016. The authors evaluated the use of Scrum qualitatively during the project and after. This paper explains methodology and results of the studies. Results shall be presented in four hypotheses within this paper. [The educational project &quot;SUFUvet--Multimedia, 3D visualized teaching-learning class about ante-mortem and post-mortem meat inspection of domestic swine&quot; was funded by the Saxon Center for Higher Education in 2016 within the Learning in Transfer scheme. For the complete proceedings, see ED579395.]
Localising Content for an XMOOC in the UAE
Author: Eppard, Jenny
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Online Courses,Universities,Virtual Classrooms,Instructional Design,Reflection,Access to Information,Electronic Publishing

Universities in the UAE are entering the age of virtual and open access education. This paper describes the evolution of a MOOC at a state-funded university in Dubai. We will describe the challenges as well as a reflection of our experiences as creating virtual learning spaces in this culture differs somewhat from Western models. [For the complete proceedings, see ED579395.]
Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students&apos; Anxiety about the Future
Author: Susnea, Ioan
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Creativity,Synthesis,Evaluative Thinking,Student Attitudes,Anxiety,Futures (of Society),Risk,Correlation,Coping,Writing Skills,Foreign Countries

In the past few years we have participated in several EU funded projects, aimed to create the educational content and auxiliary ICT tools to support the development of some essential soft skills of the students: the creativity, and the ability to write syntheses of the ideas extracted from various sources. In this context, we produced an easy to use web application for the assessment of creativity based on a new scale, and we also proposed a methodology to evaluate the quality of text summaries written by our students starting from a given source. Through a serendipitous coincidence, this research occurred while we were in search of a means to assess the risk in education, and noticed that the students' anxiety about the future (AAF) might be a good measure of this risk. This paper is an attempt to make sense of the data collected using the newly created tools, by exploring the possible correlations between creativity, summarization skills, and AAF from the perspective of the students' ability to cope with the uncertainties of the future. [For the complete proceedings, see ED579395.]
A Framework for People Re-Identification in Multi-Camera Surveillance Systems
Author: Ammar, Sirine
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Identification,Video Technology,Measurement Techniques,Comparative Analysis,Information Systems

People re-identification has been a very active research topic recently in computer vision. It is an important application in surveillance system with disjoint cameras. This paper is focused on the implementation of a human re-identification system. First the face of detected people is divided into three parts and some soft-biometric traits are extracted from each part. In second step, we can recognize people even if their faces are hidden or they are with back appearance. The features extraction will be carried out according to the overall characteristics of the complete images of different persons. An algorithm that identifies people from their body shape will be developed. A powerful representation of the person based on the characteristics of color, texture and shape as well as different soft-biometric features is suggested. The experiments are carried out on SAIVT-SoftBio database which consists of videos from disjoint surveillance cameras as well as some static image based datasets (MUCT, VIPeR, CVSRP). [For the complete proceedings, see ED579395.]
The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding
Author: Bassagou, Dikagma
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Crowding,Foreign Countries,Universities,College Students,Student Attitudes,Questionnaires,Student Surveys,Brainstorming,Group Behavior

This paper presents a method aiming at analyzing a problem of overpopulation at the university of Lomé (Togo). In this perspective, we associate the teachers' perceptions with that of students through two kind of questionnaires, static and interactive. We describe this methodology to survey large groups of students. The results allows to better understand the teaching context of students, their difficulties but also the hidden potential of their situation. In background the feasibility of distant learning is also analyzed through this method of investigation. [For the complete proceedings, see ED579395.]
Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses
Author: Papageorgiou, Vasiliki
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Online Surveys,Teaching Experience,Learning Modalities,Information Dissemination,Cooperative Learning,Inquiry,Teacher Attitudes,Foreign Countries,Teachers,College Faculty,Intention

The aim of this paper is to report on teachers' experiences of, and approaches to, multimodality in teaching and learning. A small-scale online survey with closed and semi-structured questions has been deployed to school and university teachers (n = 68) for eliciting their experiences in multimodal teaching and learning. Thematic analysis has been adopted as the overarching methodology for reporting patterns in the data from the survey. The results from the analysis showed that experiences of multimodality are discerned as: (1) imparting information, (2) enacting collaborative learning and (3) preparing students for exploring concepts. The process of meaning making is exemplified through a developmental progression from more teacher-directed modes through oral, written and visual representations to more student-centered through gestural representations as means of connecting and combining different modes triggered via visual communication, collaboration and exploration. [The research leading to these results has received funding from the European Union Erasmus + programme, Key Action 2 Strategic Partnerships under grant agreement 2016-1-FR01-KA204-024178, STEAM project. For the complete proceedings, see ED579395.]
&quot;Juxtapose&quot;: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment
Author: Menorath, Darren
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Simulated Environment,Teaching Methods,Cooperation,Higher Education,Interaction,Communities of Practice,Educational Technology,Technology Uses in Education,Creative Teaching,Creativity,Computer Software,Phenomenology

This paper examines the state of the art of mobile Augmented Reality (AR) and mobile Virtual Reality (VR) in relation to collaboration and professional practices in a creative digital environment and higher education. To support their discussion, the authors use a recent design-based research project named &quot;Juxtapose,&quot; which explores tensions between the digital and the analogue. Also Juxtapose explores the possibilities of interaction resulting from the use of multiple markers to create a playful semi-tangible object, whilst proposing a networked model of content creation in &quot;augmented space.&quot; In this paper, following a narrative and empirical base, the authors argue that their approach is very similar to Wenger's concept of legitimate peripheral participation leading to active participation within communities of practice and can be beneficial to redesign and improve some of the creative curriculum in higher education. [For the complete proceedings, see ED579395.]
Gender, Games and Space
Author: de Castell, Suzanne
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Video Games,Spatial Ability,Attention,Gender Differences,STEM Education,Undergraduate Students

We report here a study of spatial learning and action videogame play based on Feng et al.'s (2007) finding that 10 hours spent playing an action videogame significantly improved selective attention and mental rotation. Students with above-average scores on measures of spatial abilities, such as mental rotation, prove more successful in Science, Technology, Engineering, and Mathematics (STEM) fields (Lubinski &amp; Benbow 2006), however females demonstrate significantly less ability in mental rotation and spatial navigation than males (Astur et al. 1998) and are, as well, significantly under-represented in STEM subjects and fields (Beede et al. 2011; Hango, 2013). This study aims to better understand the factors that affect abilities to navigate virtual spaces, to identify underlying processes different users bring to bear when navigating virtual environments, and to identify design modifications guiding the development of game-based virtual environments that support improvement in spatial cognition. A Virtual Morris Water Maze is used to assess whether and how playing either FPS (First Person Shooter) or puzzle games appears to impact the navigational performance of male and female participants. Concluding suggestions are (tentatively) offered about specific features of games that appear to support increased success in highly valued STEM subjects and fields and that might assist in re-mediating this persistently gendered disadvantage. [For the complete proceedings, see ED579395.]
Integrated Collaborative E-Learning for the Global Management Education in the 21st Century
Author: Son, Barbara W. K.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Electronic Learning,Administrator Education,Active Learning,Global Approach,Masters Programs,Business Administration Education,Innovation,Entrepreneurship,Leadership Training,Responsibility,Experiential Learning

Rapidly growing information and communications technology and a more interconnected global world offer benefits and challenges to global business organizations. While exploring benefits from global workforce and global production, they must successfully adapt to their local market conditions and manage their multicultural resources. How can we teach these rising complex global management challenges effectively in the 21st century global management classrooms? We need to pursue a new learning paradigm to foster active learners with innovative and critical global management thinking. Global management curricula should be designed to constantly draw forth active learning feedback to facilitate innovative learner-centered interactive classrooms. We closely examined the interactive learning models at the previous AACE Conferences (Son &amp; Goldstone, 2012; Son &amp; Simonian, 2014; Son, 2016). At the current Conference, we will discuss how integrated collaborative e-learning should be designed to improve these models using the example of a global online MBA course at Anaheim University. Using innovation and entrepreneurship as the subject matter, we closely examine the three pillars for global management education: leadership education, responsible education, and experiential education. [For the complete proceedings, see ED579395.]
The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments
Author: Boutefara, Tarek
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Group Activities,Cooperative Learning,Electronic Learning,Psychological Patterns,Feedback (Response)

The Socio-constructive approach applied by the largely used e-Learning platforms tries to give the learners the ability to build their own knowledge by searching, analyzing and discussing information in a collaborative environment. This approach has known a large success. In this paper, we will look to this approach from an emotional point of view. The idea is to understand the emotional dimension of the collaborative tools that allow the realization of Socio-constructive learning activities. To do so, we have chosen to use a 3D learning environment in a, attempt to understand the link to the isolation emotion which is generally expressed in text-based environments. The main idea is to prove the presence of an emotional dimension in every component of e-Learning platform. If proven, this affirmation could help us to define new design approaches that exploit this emotional dimension and don't need additional emotion-dedicated components. [For the complete proceedings, see ED579395.]
Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree
Author: Maaliw, Renato R. III
Date: 2017-10-00
Type: Reports - Research
Subjects: Classification,Cognitive Style,Electronic Learning,Decision Making,Models,Bayesian Statistics,Regression (Statistics),College Students,Computer Science Education,Programming,Introductory Courses,Data Collection,Navigation,Cognitive Mapping,Accuracy,Foreign Countries,Measures (Individuals),Questionnaires

The usage of data mining has dramatically increased over the past few years and the education sector is leveraging this field in order to analyze and gain intuitive knowledge in terms of the vast accumulated data within its confines. The primary objective of this study is to compare the results of different classification techniques such as Naïve Bayes, Logistic Regression, Conjunctive Rule and J48 Decision Tree in detection and identification of student's learning styles in a Virtual Learning Environment to provide adaptation strategy according to identified learning styles of the students. The data sets were collected from 507 students of Computer Programming 1 course with a total of 52,815 rows of data extracted from their interaction logs and navigational patterns in a virtual learning environment. A mapping of student's learning style according to the selected learning style model had been accomplished. The performance of each classification techniques and its classification quality were measured in terms of correctly classified instances, kappa statistics, receiver operating characteristics, and area under the curve plots. Based from the analysis of the comparative results, the classification technique that has produced the highest collective average accuracy is the J48 Decision Tree with correctly predicted instances of 87.42%. The classification technique could be used to identify student's learning styles in a virtual learning environment. [For the complete proceedings, see ED579395.]
Exploring Students&apos; Learning Journals with Web-Based Interactive Report Tool
Author: Taniguchi, Yuta
Date: 2017-10-00
Type: Reports - Research
Subjects: Student Journals,Journal Writing,Electronic Publishing,Computer Managed Instruction,Content Analysis,Information Science,College Students,Information Retrieval,Questionnaires,Teacher Attitudes,Foreign Countries

Students' journal writings could be useful resources for teachers to grasp their understandings and to see their own teaching objectively. However, reading a large number of journals thoroughly is not always realistic for teachers. Although various automatic analysis methods have been proposed to understand learning journals, they does not necessarily fit needs of teachers and tend to overlook minor opinions. In this paper, we propose an interactive report tool for exploring journal writings. Focusing on the efficiency of reading learning journals, it employs weekly keywords extracted from journals as entry points for journal sentences. It enables us to read journal sentences selectively. The tool also provides lists of most used adjectives from week to week, which is helpful for teachers to grasp the temporal variation of opinions through a semester. We conducted a preliminary questionnaire about the usefulness of the report tool targeting teachers of the course &quot;Information Science&quot; in our university. Most of them evaluated our tool positively although the number of answers were small. [This work was supported by Grant-in-Aid for Scientific Research (B) No. JP16H03080. For the complete proceedings, see ED579395.]
Leveraging the Affordances of Mobile Learning for Vocabulary Gains
Author: Bowles, Michael
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Affordances,Electronic Learning,Vocabulary Development,Undergraduate Students,Second Language Learning,English (Second Language),Language of Instruction,Females,Receptive Language,Computer Oriented Programs,Instructional Effectiveness,Pretests Posttests

According to research findings, learners who are about to commence an undergraduate degree course with English as the medium of instruction (EMI), require a minimum English vocabulary size in order to decode and comprehend the academic texts that they have to read (Hazenberg and Hulstijn, 1996; Staehr, 2008; Laufer and Ravenhorst-Kalovski, 2010; Schmitt, 2010; Nation, 2013, Milton and Treffers-Daller, 2013). In the United Arab Emirates, several thousand Emirati students attend English foundation programmes prior to starting their EMI degrees in order to improve their academic skills, such as reading and vocabulary knowledge. However, despite the increased use of Technology-Enhanced Learning (TEL) and the introduction of mobile learning in 2012, the results of this study show that the vast majority of female Emirati still have an insufficient receptive vocabulary size for beginning an EMI undergraduate degree course. In addition, the use of a generic vocabulary learning app over a four-month period has not led to a significant increase in most students' vocabulary size. The reasons for this could include the fact that the generic app does not fully utilise the affordances of mobile learning, it is not underpinned by pedagogically-sound vocabulary learning principles and that it does not focus on the particular learning needs and lexical weakness of Emirati students. Therefore, the author has worked as part of a team to develop and build a new, customised, mobile app that has attempted to address these weaknesses and help Zayed University students reach the required vocabulary learning goal. [For the complete proceedings, see ED579395.]