ethanporcaro/eric-fulltext-meta huggingface dataset:
Smartwatches as a Learning Tool: A Survey of Student Attitudes
Author: Davie, Neil
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Student Surveys,Handheld Devices,Technology Uses in Education,Questionnaires,College Students,Access to Computers,Influence of Technology,Electronic Equipment,Foreign Countries,Focus Groups

Both teachers and students of language learning are keen to make use of new technologies to enhance their learning. At the latest, the launch of the Apple Watch has made the general public aware of the smartwatch and the possibilities, at least according to the marketing hype, that these wearable computers offer. The sales of smartwatches are predicted to increase rapidly in the next years and many of the adopters of this technology will undoubtedly be students or teachers. Based on a non-representative sample of higher education students this paper explores student attitudes towards the use of smartwatches as learning tools. It also offers a new definition of a smartwatch and provides an overview of the types of educational smartwatch apps already available. The analysis of the questionnaires show that both smartwatch owners and non-owners are not overly convinced that smartwatches can be used for educational purposes. As the questionnaire was purely quantitative it is however impossible to discuss how the participants have so far experienced smartwatches, if at all. A further study using qualitative methods is therefore recommended to provide further insight into how and why students are using smartwatches, if at all, to aid with their studies. The predicted growth in smartwatch ownership means it would be prudent to examine the possibilities offered by these devices whilst their use can still be shaped by educators. [For the full proceedings, see ED571335.]
Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality
Author: Mota, José Miguel
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Virtual Classrooms,Computer System Design,Computer Software Evaluation,Computer Software,Courseware,Vignettes,Multimedia Materials,Engineering Education,Electronic Learning,Programming,Educational Environment,College Students,Student Satisfaction,Foreign Countries

Augmented Reality (AR) technology allows the inclusion of virtual elements on a vision of actual physical environment for the creation of a mixed reality in real time. This kind of technology can be used in educational settings. However, the current AR authoring tools present several drawbacks, such as, the lack of a mechanism for tracking the students' activities, the capability of detecting collisions among virtual objects, allowing establish only one-to-one relationships between trackers and virtual objects, etc. In this paper, we present VEDILS, a visual tool based on the MIT App Inventor 2 environment for designing interactive learning scenarios that include Augmented Reality (AR) resources and can be deployed on Android devices. We have extended the App Inventor block language to include AR resources and obtain information about users' interaction with such resources. Furthermore, a use scenario consisting in the development of an example of learning scenario for Engineering students is included. With this prototype students can visualize 3D models of the mechanical parts with augmented reality in a mobile device, providing a better perception of the model 3D shape and improving the ability of making the 2D orthographic views and perspectives that they study in the first year of mechanical engineer. [For the full proceedings, see ED571335.]
Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures
Author: Chida, Kunihiro
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Electronic Learning,Handheld Devices,Computer Mediated Communication,Lecture Method,Student Behavior,Responses,Group Behavior,Questionnaires,Statistical Analysis

This study, which targeted students in Japanese universities, used a written questionnaire to examine student response behavior when their smartphones received a call or message during university lectures. Phone and message transmissions were taken as the transmission media and six types of caller/sender were set. Survey results showed differences in response behavior depending on the identity of the caller/sender. Additionally, the results showed a tendency for students to respond more to text messages during lectures. [For the full proceedings, see ED571335.]
Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom
Author: Silveira Sonego, Anna Helena
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Educational Strategies,Computer Oriented Programs,Handheld Devices,Case Studies,Undergraduate Students,Educational Innovation

This article aims to outline different pedagogical strategies with applications (apps) in the classroom. Every year the use of mobile devices like tablets and smartphones increases. At the same time, applications are being developed to meet this demand. It is therefore essential that educators investigate their use as an motivational technological medium that can possibly be used in the classroom. Apps can be used both as a source of information as well as a tool for creating material. Thus, this article will present the results of a study applying teaching strategies in different contexts. It therefore highlights the importance of mobile learning as a viable alternative in the classroom. In order to do so, there was a multiple case study in the undergraduate pedagogy program and a digital inclusion course for seniors, both offered in the second semester of 2015 at the Federal University of Rio Grande do Sul (UFRGS). Educational applications and examples of teaching strategies using apps were created in these classes. Educational applications offer the possibility to bring innovations to teaching practices, as well as new forms of communication, interaction and authorship, thus contributing to the process of teaching and learning. [For the full proceedings, see ED571335.]
The Development of an Interactive Mathematics App for Mobile Learning
Author: Figueiredo, Mauro
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Computer Oriented Programs,Handheld Devices,Mathematics Activities,Interactive Video,Problem Solving,Electronic Learning,Mathematics Achievement,Achievement Gains

Low achievement in mathematics education has been an increasing problem in the recent years in some countries. According to a 2010 study from the U.S. Department of Education, blended learning classes produce statistically better results than their face-to-face. There is also an increasing number of students using smartphones and tablets in schools. Mobile devices gained popularity as an educational tool and there are many schools that use them frequently in educational activities to improve learning. In this paper, we present the development of an application for smartphones and tablets to provide activities that students can do outside the classroom or at home and increase the time they spend learning and practicing mathematics. With this app students solve mathematic activities and are helped by the presentation of videos with the problems resolutions. [For the full proceedings, see ED571335.]
Forms of the Materials Shared between a Teacher and a Pupil
Author: Klubal, Libor
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Teacher Student Relationship,Delivery Systems,Questionnaires,Student Surveys,Online Surveys,Middle School Students,Student Attitudes,Foreign Countries

Methods of using ICT is hereby amended. We merge from the original model of work on one computer to the model of cloud services and mobile touch screen devices use. Way of searching for and delivering of information between a pupil and a teacher is closely related with this matter as well. This work detects common and preferred procedures of pupils during their communication and work with information in connection with the school preparation. A significant shift towards using mobile touch screen devices instead of common desktop computers is clearly visible. [For the full proceedings, see ED571335.]
Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy
Author: Zioti, Fabiana
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Athletics,Cerebral Palsy,Handheld Devices,Physical Education,Intervention,Computer Games,Instructional Materials,Foreign Countries

This paper aims to discuss about how mobile technologies and resources can be used to support teaching and improving the performance of students with cerebral palsy during out-door classes in the paralympic boccia court. The Educational Design Research has been used to help us to identify the context and to build two interventions: (i) using an online boccia game and (ii) developing a digital booklet to support teaching and learning paralympic boccia. [For the full proceedings, see ED571335.]
Exploring Mobile Affordances in the Digital Classroom
Author: Parsons, David
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Affordances,Electronic Learning,Teacher Surveys,Graduate Students,Teacher Education,Education Courses,Computer Oriented Programs,Outdoor Education,Technology Integration

This article reports on a survey of teachers undertaking a postgraduate applied practice certificate in digital and collaborative learning. The survey was intended to capture how mobile learning was currently being used by the teachers both on the course and in their own classrooms. The objective was to investigate to what extent mobile learning was being used by our teachers, and which particular mobile learning activities were, or were not, being integrated into teaching and learning in their own classrooms. We also wanted to explore how interested the teachers might be in seeing new mobile learning activities embedded within the course. Our results suggested that teachers and their students are frequently engaged in activities that utilize mobile learning affordances, but that these activities focus on simple, supplementary activities such as taking photographs and making videos. However, our results also indicate that there was significant interest among our teachers to explore more sophisticated mobile learning activities such as outdoor discovery activities. One conclusion we might draw from this study is that, despite many years of research into mobile learning and how it can be used both inside and outside the classroom, teachers need to be explicitly guided and supported to adopt these approaches in their schools. The feedback from this survey will be used to help to develop the course curriculum to integrate new elements of mobile learning. [For the full proceedings, see ED571335.]
Conceptualizing an M-Learning System for Seniors
Author: Teine, Matthias
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Older Adults,Adult Learning,Instructional Design,Educational Innovation,Instructional Materials,Learning Modules,Computer Oriented Programs,Educational Gerontology,Multimedia Materials,Multimedia Instruction,Microteaching,Student Attitudes,Preferences,Interviews,Foreign Countries,Technology Uses in Education

In accelerating fast changing knowledge-based and information societies such like the European Union technology dominates most facets of our everyday lives, and learning activities as well. Unfortunately, particularly seniors and elderly people suffer the risk to be left behind, and that the digital divide becomes bigger. This is problematic because seniors and elderly can benefit massively from using new media, particularly in the field of learning. Therefore, this paper presents an approach that shows how bite-sized learning units can be structured in a thought through way, and how such a structure can be applied to an innovative m-learning tool. As a closure, we will present and discuss evaluation results with seniors that had insights into the concepts. [For the full proceedings, see ED571335.]
M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults
Author: Ota, Marcos Andrei
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Teaching Methods,Barriers,Adults,Young Adults,Technology Uses in Education,Handheld Devices,Classroom Techniques,Adult Education,Courseware,Usability,Learning Activities,Learning Motivation,Social Mobility,Adult Students,Educational Practices,Educational Strategies,Foreign Countries

The challenges faced in using new technologies in the classroom are numerous, but contributions generated with their resolution can proportionately provide original and efficient teaching practices more in tune to students' eager learning needs. This article presents some strategies developed to help teachers in transversal themes classes using m-learning. The use of mobile devices and the choice of applications in teaching revealed important data, indicating that the expansion and intensification of the use of these devices in the classroom is possible. In Young and Adult Education, the situation emerges as an opportunity to make up for lost time and space in the restitution of studies, as well as furthering advancement in teaching, itself. Competent m-learning practice rises to situations that reach beyond the concept of technological resources. They imbue teaching with intrinsic characteristics that facilitate and motivate teaching and learning situations to the benefit of all participants. As result, we present several strategies for help teachers in transversal themes classes using m-learning. Therefore, these contributions allow the application in other fields of knowledge. [For the full proceedings, see ED571335.]
Reflections on Ways Forward for Addressing Ethical Concerns in Mobile Learning Research
Author: Wishart, Jocelyn
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Research,Ethics,Handheld Devices,Participatory Research

This paper reflects on a decade of discussions about the range of ethical issues arising in mobile learning research. Research into the educational potential of mobile, handheld technologies to enhance teaching and learning has been regularly frustrated by lecturers' and teachers' concerns about how their students might use such devices. At other times researchers have been surprised by the extent of the personal information made available to them. It presents the use of co-created ethics frameworks and scenario generation as a potential way forward that is more aligned with participatory research ethics than the traditional one-off pre-project approval by an ethics committee. [For the full proceedings, see ED571335.]
Training Portuguese Teachers Using Blended Learning--A Different Approach
Author: Marques, Bertil P.
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Teaching Methods,Foreign Countries,Graduate Study,Elementary School Teachers,Secondary School Teachers,Guidelines,Inservice Teacher Education,Career Development,Information Technology,Specialization,Program Descriptions,Educational Technology

The aim of this paper is to present a Postgraduate Specialization with a different concept of the traditional ones. Instead of having to follow a curriculum previously established, hard and sequential, time-limited, you can choose the frequency of any course units according to their availability and current needs. It is not a proposal it is already a work in operation, working in Blended Learning. In the chapter of the education in Portugal teachers in primary and secondary education have their activity of teaching is developed in accordance with the fundamental principles enshrined in the Portuguese Constitution and within the framework of the general and specific principles under the Ministry of education. Considering the teachers' training needs to perform in-service training that are intended to ensure the updating, improvement, retraining and support for the profession of teaching staff, aiming at further development objectives in career and mobility under this Statute. [For full proceedings, see ED571430.]
A Quantitative Analysis of the Role of Social Networks in Educational Contexts
Author: Shokri, Azam
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Web 2.0 Technologies,Social Media,Social Networks,Undergraduate Students,Business Administration Education,Online Surveys,Questionnaires,Student Surveys,Peer Evaluation,Adult Education,Regression (Statistics),Correlation,Role,Electronic Learning,Educational Technology,Academic Achievement

Recent advances in Information Technology (IT) and the advent of Web 2.0 created the path for education to ascertain its potential from this phenomenon. The role of e-learning has transformed completely as Web 2.0 technologies enabled the creation of learning content that is no longer based on textbooks and learning guides, but on manageable, modular learning components. The emergence of Education 2.0 enabled technology enhanced teaching and learning necessitating new pedagogical approaches while e-learning has evolved into an instrumental pedagogy of collaboration and sharing of resources through affordances of social media. Educational social networks were created as supportive mechanisms for special interest groups. Traditional teaching methods have been replaced with technology-enhanced media that enable ubiquitous learning. Social networks as educational tools have enabled individual and group learning through social engagement and social distribution of knowledge. Studies have demonstrated the role of social media as a complementary educational tool. Many studies have reported that a larger proportion of students spend more time engaging in social online activities than in classroom. However, there is a lack of quantitative study on how social networks such as Facebook can be influential on students' progress and achievement. This paper investigates how a quantitative overview of Facebook's influence on students' progress can be incorporated in a proposed e-moderation model of teaching and learning through Facebook. The proposed e-moderation model (Salmon, 2003) provides an emphasis on the theoretical perspectives that support socially situated learning environment of social networks such as Facebook. [For full proceedings, see ED571430.]
Determining Factors of Students' Perceived Usefulness of E-Learning in Higher Education
Author: Aristovnik, Aleksander
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Student Attitudes,Electronic Learning,Influences,Online Courses,Student Surveys,Public Administration Education,Regression (Statistics),Predictor Variables,Blended Learning,Undergraduate Students

Blended learning is already a strongly established way of teaching in higher education. In support of face-to-face teaching, e-courses may vary in structure, assignments, prompt examinations, interaction between students and teachers etc. In the paper, we present an analysis of factors that influence the usefulness of e-courses as perceived by students. A survey was conducted among students of the public administration programme at the Faculty of Public Administration, University of Ljubljana. Students evaluated 13 different aspects of e-courses in which they were enrolled. These aspects were assessed on a 7-point opinion scale. Results obtained in the survey were connected with certain demographic data, such as gender, high school final grade, year of study, study programme etc. A multiple linear regression was used with perceived usefulness as the response (dependent) variable and the 12 other e-course aspects as predictors (independent) variables. Further, the same regression analysis was performed on different subgroups of students based on demographical data and analysed where the impacts differ from the results for the whole sample. The empirical results showed that the general impression regarding the e-courses, their consistency with the face-to-face teaching and the teacher's responsiveness had a significant influence on the students' perception of the usefulness. On the other hand, the structure of an e-course and the variety of different assignments did not have a significant impact on perceived usefulness. Further analysis based on demographic data revealed several interesting subgroups of students where the perception of usefulness was influenced by completely different aspects compared to the results for the whole sample. The results may help teachers with managing the content and structure of an e-course and, as assumed, improve the perceived usefulness of blended learning for different subgroups of students. [For full proceedings, see ED571430.]
Learning Factory--Assembling Learning Content with a Framework
Author: Steininger, Peter
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Courseware,Lesson Plans,Metadata,Educational Benefits,Material Development,Foreign Countries,Higher Education

Many of the challenges currently facing lectures are symptoms of problems with learning content creation, development and presentation. Learning Factory solves these problems by integrating critical innovations that have been proven over the last ten to twenty years in different industrial areas, but have not yet been brought or ported together in higher education. We explain that a Learning Factory Framework is a configuration of processes, templates, patterns, and tools that can be used to rapidly and cost-effectively produce an open-ended set of unique variants of a &quot;standard product&quot; (learning content). The new methodology promises to industrialize content creation, first by supporting the creation and development process of content, auto-mating the assembly of the content, and then by connecting these processes across organizational boundaries to form supply chains that organizes distributed teams together. [For full proceedings, see ED571430.]
Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning
Author: Collins, Hilary
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Automation,Distance Education,Adjunct Faculty,Learning,Open Universities,Electronic Mail,College Faculty,Focus Groups,Commercialization,Organizational Culture

This paper explores the unlearning and learning undertaken by adjuncts (Associate Lecturers) during the introduction of automated messaging by the university as part replacement of adjunct pastoral support for students. Automated messages were introduced by the University to standardize the student experience in terms of qualification communications, for example, reminders of forthcoming assessment deadlines. This change in communicative strategy is due to shifting power from a collegial to a managerial culture and practice in supporting distance learning students effectively. This is a university-wide initiative in a bid to improve progression and completion in an increasingly cost-focused higher education environment. The introduction of automated messaging requires adjuncts to learn new processes, and thus unlearn previous organizational routines which impacts upon their academic identity and perceived power within their roles. [For full proceedings, see ED571430.]