ethanporcaro/eric-fulltext-meta huggingface dataset:
Cloud Computing and Validated Learning for Accelerating Innovation in IoT
Author: Suciu, George
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Internet,Innovation,Computer System Design,Commercialization,Learning Processes

Innovation in Internet of Things (IoT) requires more than just creation of technology and use of cloud computing or big data platforms. It requires accelerated commercialization or aptly called go-to-market processes. To successfully accelerate, companies need a new type of product development, the so-called validated learning process. Furthermore, the development of the IoT paradigm has advanced the research on Machine to Machine (M2M) communications and has enabled novel acceleration platforms. However, there is a need for converging currently decentralized cloud systems, general software for processing big data and IoT systems. The paper describes a cloud platform that will bring together several services and instruments that the companies usually rely on in their go-to-market process. The main contribution of this paper consists in the integration of several services in the platform. The proposed platform will allow companies to bring their products to market faster and in a more successful manner, will be accessed via the Internet and will host the tools and virtual environments needed for the go-to-market accelerated process. Finally, is presented the acceleration results of a Cloud IoT architecture for processing big data from M2M telemetry. [For the complete proceedings, see ED562095.]
Use of Cloud-Based Graphic Narrative Software in Medical Ethics Teaching
Author: Weber, Alan S.
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Medical Education,Ethical Instruction,Computer Software,Cartoons,Novels,Computer Uses in Education,Premedical Students,Mixed Methods Research,Likert Scales,Questionnaires,Randomized Controlled Trials

Although used as a common pedagogical tool in K-12 education, online graphic narrative (&quot;comics&quot;) software has not generally been incorporated into advanced professional or technical education. This contribution reports preliminary data from a study on the use of cloud-based graphics software Pixton.com to teach basic medical ethics concepts and the human dimension of medical ethics dilemmas in a premedical program at an American medical college in the State of Qatar. Qualitative and quantitative end-of-semester data (open-ended and 7-point Likert scale questions) were collected from randomized control and study groups from 22 total students in a 4-week medical ethics module, half of whom wrote an argumentative essay on a contemporary medical ethics dilemma and the other half who created a 10-15 panel graphic narrative consisting of a real-life doctor-patient-family encounter involving a contemporary ethical issue. [For the full proceedings, see ED562095.]
Usability of a Web-Based School Experience System: Opinions of IT Teachers and Teacher Candidates
Author: Genç, Zülfü
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Usability,Web Based Instruction,Preservice Teacher Education,Preservice Teachers,Student Surveys,Student Attitudes,Cooperating Teachers,Teacher Surveys,Teacher Attitudes,Attitude Measures,Factor Analysis,Student Satisfaction,Foreign Countries,Likert Scales

With advances in information and communication technologies, the classical nature of educational institutions has changed. One innovative effort within teacher training is the Web-Based School Experience System (WBSES) developed by the researcher. In this study, the usability of an existing WBSES is evaluated from both teachers' (n = 13) and students' (n = 96) perspectives. A non-experimental survey method was applied to collect participant opinions. A usability questionnaire was designed, and analysis yielded five significant factors for the system: usefulness, helpfulness, visual effectiveness, customizability, and smoothness. To obtain more in-depth information, participants were asked to delineate their responses to five open-ended questions. Generally, students and teachers liked the tool in terms of its usability, but they also provided recommendations for design issues. [For the full proceedings, see ED562095.]
Demonstrating DREAM: A Digital Resource Exchange about Music
Author: Upitis, Rena
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Music Education,Educational Resources,Electronic Learning,Music Teachers,Information Dissemination,Foreign Countries

The Digital Resource Exchange About Music (DREAM) is an online tool for exchanging information about digital learning tools for music education. DREAM was designed by our team to encourage music teachers to learn about digital resources related to learning to play a musical instrument, both in classroom and independent music studio settings. In addition to enabling music teachers to learn about resources, DREAM allows music teachers to evaluate the resources based on their own experiences using the resources, to read about other teachers' views of the resources, and to add resources to the learning objects repository. During the demonstration of DREAM, we will showcase some of the resources and discuss the evolution of the design of DREAM. We will encourage participants to explore DREAM on the devices we provide and/or on their own laptops, tablets, or smartphones. [For the full proceedings, see ED562095.]
Making Sense of Game-Based User Data: Learning Analytics in Applied Games
Author: Steiner, Christina M.
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Computer Games,Electronic Learning,Educational Assessment,Data Analysis,Computer Software

Digital learning games are useful educational tools with high motivational potential. With the application of games for instruction there comes the need of acknowledging learning game experiences also in the context of educational assessment. Learning analytics provides new opportunities for supporting assessment in and of educational games. We give an overview of current learning analytics methods in this field and reflect on existing challenges. An approach of providing reusable software assets for interaction assessment and evaluation in games is presented. This is part of a broader initiative of making available advanced methodologies and tools for supporting applied game development. [For the complete proceedings, see ED562095.]
Maximizing and Personalizing E-Learning Support for Students with Different Backgrounds and Preferences
Author: Mironova, Olga
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,College Freshmen,Information Science Education,College Instruction,Blended Learning,Prior Learning,Preferences,Cognitive Style,Knowledge Level,Visual Learning,Programming,Instructional Effectiveness,Computer Science Education,Curriculum Development

The present paper introduces some strategies used in teaching an Informatics course for non-IT first year university students. The strategies were developed during several years, using the main principles of flexible and blended learning. The methodology has been based on the results of experiments with students from social sciences, economics and technical faculties. Numerous tests were carried out to find out the level of prior knowledge and the preferred learning styles of each student. According to the results, students were divided into separate groups within an e-learning environment. The authors considered three main aspects: student's background, the level of knowledge and the most suitable style of learning. The success of the experiment presented in this paper is demonstrated by comparing the academic results of the test group who was taught using the new strategy with the reference group, taught in a common way. [For the full proceedings, see ED562095.]
To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading
Author: Al Otaiba, Stephanie
Date: 2015-00-00
Type: Reports - Research
Subjects: Response to Intervention,Randomized Controlled Trials,Models,Program Effectiveness,Reading Improvement,Prediction,Standardized Tests,Reading Tests,Reading Difficulties,Statistical Significance,Effect Size,Comparative Analysis,Emergent Literacy,Elementary School Students,Reading Fluency,Hierarchical Linear Modeling

This randomized control study compares the efficacy of two response-to-intervention (RTI) models: (1) Dynamic RTI, which immediately refers grade 1 students with the weakest skills to the most intensive intervention supports (Tier 2 or Tier 3); and (2) Typical RTI, which starts all students in Tier 1 and after 8 weeks, decides whether students who did not respond to general instruction in Tier 1 should move to Tier 2. The study asks: (1) What are the effects of Dynamic RTI and Typical RTI on student reading outcomes by the end of first grade?; and (2) Does assignment to specific tiers predict gains on standardized assessments, and does this differ when comparing Dynamic and Typical RTI groups? The setting is seven schools in a school district in a mid-size city in the southeast in their first year of RTI implementation. Approximately 500 students participated in the study; less than 3% were Limited English Proficient, and student socioeconomic status varied across schools. Matched pairs of students within classrooms were assigned to either Dynamic or Typical RTI. The only difference between conditions was &quot;when&quot; students were provided supplemental intervention sessions. Reading assessments included letter-sound, word, passage reading, and teacher-reported severity of reading difficulties. Results of the analysis revealed that: (1) Students in the Dynamic RTI group had statistically significantly higher Spring Reading scores than did students in Typical RTI, with an effect size of 0.36; (2) Tier 2 students in the Dynamic RTI condition had significantly higher reading outcomes scores compared to students initially eligible for Tier 2 in Typical RTI; and (3) Students initially eligible for Tier 3 had the weakest scores over the school year, but students initially eligible for Tier 3 who received the Tier 3 intervention immediately because they were in Dynamic RTI achieved higher Brief Reading scores compared to Tier 3 students in Typical RTI who had to wait until the beginning of Session 3. Dynamic RTI protocols, such as the one used in this study, suggest that there is no reason to delay intervention; that any effect of false negatives is negligible; and that, broadly implemented, Dynamic RTI, including a foundation of effective Tier 1 instruction, can improve reading outcomes for all children. The study was conducted for a full school year, and was unique relative to prior RTI investigations in allowing movement across tiers every 8 weeks in tandem with report card periods and in allowing fast tracking to Tier 3 for the most needy students. Table and figures are appended.
Practicing Low-Context Communication Strategies in Online Course Design for International Students Studying in the U.S.
Author: Lalla, Sharon
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Communication Strategies,Online Courses,Curriculum Design,Foreign Students,Course Descriptions,Integrated Learning Systems,Inclusion,College Students,Language Proficiency,Cultural Influences,Student Experience

A myriad of cultural differences can take educators in a multitude of directions when planning intentional design strategies in an online course to become more inclusive of international student needs. The topic of cultural diversity is a complex discussion. Nevertheless, there are ways educators can begin to practice culturally inclusive strategies. Using Hall's (1976) low-context communication style, this paper addresses two components of the online course, the syllabus and the learning management system, and offers suggestions for beginning the journey toward culturally inclusive pedagogical practices to address barriers in the curriculum for international students. [For the full proceedings, see ED562095.]
The Causal Effects of Grade Retention on Behavioral Outcomes
Author: Mariano, Lou
Date: 2015-00-00
Type: Reports - Research
Subjects: Grade Repetition,Behavior Problems,Correlation,Student Promotion,Quasiexperimental Design,Scores,Regression (Statistics),Secondary School Students

Requiring a failing student to repeat a grade is, of course, not a novel idea. The theory behind test-based promotion policies is that students who fail to demonstrate a sufficient understanding of their current grade's curriculum lack the prerequisite proficiency to fully engage in the following grade. This view recognizes the cumulative nature of the curriculum across grades. However, very little causal evidence exists on whether grade retention generates negative behavioral outcomes. This study examines the impact of grade retention under a comprehensive student promotion policy instituted by the New York City Department of Education (NYCDOE). Building off earlier work that examined impacts on test scores, the current study aims to examine effects on various measures of behavioral outcomes using a quasi-experimental regression discontinuity research design. Data analyses are ongoing and the authors could not draw firm conclusions by the time of the SREE conference in March 2015, however, they expect to have solid results at a future date that will shed light on whether or not grade retention leads to the behavioral problems that critics of the policy contend that it does. Tables and figures are appended.
Testing Causal Impacts of a School-Based SEL Intervention Using Instrumental Variable Techniques
Author: Torrente, Catalina
Date: 2015-00-00
Type: Reports - Research
Subjects: Children,Social Development,Emotional Development,Elementary School Students,Middle School Students,Interpersonal Competence,Outcomes of Education,Intervention,Child Development,Catholic Schools,Psychological Patterns,Social Support Groups,Structural Equation Models,Causal Models,Professional Development

Children's social-emotional skills, such as conflict resolution and emotion regulation, have been linked to a number of highly regarded academic and social outcomes. The current study presents preliminary results from a causal test of the theory of change of RULER, a universal school-based approach to social and emotional learning (SEL). Specifically, the authors examine RULER impacts on the quality of classroom climates, the hypothesized setting-level mediating mechanism linking RULER to improved student outcomes. These analyses will provide a more precise understanding of the pathways through which RULER, a specific SEL program, contributes to children's positive development, and will also expand our understanding of the intervening mechanisms underlying effective educational interventions more generally. Data for this study come from the first randomized control trial (RCT) of The RULER Approach. The RCT took place in 62 primary schools in the Roman Catholic Diocese of Brooklyn in Brooklyn and Queens, NY. The effective sample for these analyses includes 24 classrooms (12 in each treatment condition) nested in 19 schools. At baseline, schools in the full sample ranged in size from 178 to 656 students (M = 325.92, SD = 97.06), and the number of students per teacher ranged from 17 to 35. First stage results from the instrumental variable analysis show significant intervention impacts on classroom emotional support after one year of intervention (b = 0.35, p &lt; 0.05). Second stage results confirm that emotional support after a year of implementation has a marginally significant causal impact on classroom organization. Unexpectedly, emotional support does not have a statistically significant causal impact on instructional support. Tables are appended.
Performance &amp; Emotion--A Study on Adaptive E-Learning Based on Visual/Verbal Learning Styles
Author: Beckmann, Jennifer
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Cognitive Style,Visual Learning,Verbal Learning,Computer Assisted Instruction,Performance,Student Motivation,Student Satisfaction,Prior Learning,Instructional Effectiveness,College Students,Foreign Countries

Adaptive e-Learning systems are able to adjust to a user's learning needs, usually by user modeling or tracking progress. Such learner-adaptive behavior has rapidly become a hot topic for e-Learning, furthered in part by the recent rapid increase in the use of MOOCs (Massive Open Online Courses). A lack of general, individual, and situational data about student populations currently hampers the infusion of effective adaptive behavior into existing e-Learning platforms. This contribution presents original research on using differences in individual learning styles. Factors related to performance, motivation, satisfaction, and previous knowledge were targeted and used to assess the effectiveness of the approach. We discuss alternative bases for adaptation (e.g. cognitive styles), style distributions in student populations, and conclude with repercussions for adaptive behavior in HCI in general. [For the full proceedings, see ED562095.]
The Behavioral Outcomes of a Self-Affirmation Intervention for Middle School Students
Author: Schmidt, Alex
Date: 2015-00-00
Type: Reports - Research
Subjects: Middle School Students,Grade 6,Grade 7,Grade 8,Grade 9,Intervention,Self Concept,Stereotypes,African American Students,Achievement Gap,Values,Grade Point Average,Academic Achievement,Student Behavior,Behavior Change,Longitudinal Studies,Self Control,Discipline,Referral,Predictor Variables,Measures (Individuals),Models,Statistical Significance

Social psychological interventions in schools have gained popularity in education research for their ability to often dramatically increase student academic performance through simple exercises. Many of these interventions are designed to address stereotype threat, which is defined as &quot;being at risk of confirming, as self-characteristic, a negative stereotype about one's group&quot; (Steele &amp; Aronson, 1995, p. 797). One of the social psychological interventions with the most drastic impact on the performance of students potentially affected by stereotype threat (i.e., African American students) was a set of self-affirmation exercises administered in racially diverse middle schools by Cohen and his colleagues (Cohen, Garcia, Apfel, &amp; Master, 2006; Cohen, Garcia, Purdie-Vaughns, Apfel, &amp; Brzustoski, 2009). The intervention, a brief writing exercise about why a value the student selected (e.g., friendship) is important to him or her, resulted in a 40 percent decrease in the racial grade point average gap in the year of administration (Cohen, Garcia, Apfel, &amp; Master, 2006), as well as long-term increases in the grade point averages of African American students (Cohen, Garcia, Purdie-Vaughns, Apfel, &amp; Brzustoski, 2009). While Cohen and his colleagues' (2006; 2009) self-affirmation intervention focused on academic achievement outcomes, there is evidence suggesting the intervention may also be able to elicit positive behavioral responses in students by supplementing their levels of self-control. Based on these findings, the authors sought to determine if a self-affirmation intervention can influence the behavior of middle school students over the course of three years, focusing on a measure of behavior that is both common in middle/high school settings and potentially related to students' ability to self-regulate: the number of office discipline referrals (ODRs) students receive over the course of a school year. For now, the authors found no strong evidence to suggest that self-affirmation exercises should be adopted as a strategy to address office discipline referral receipt in schools. Tables and figures are appended.
Behavioral Feature Extraction to Determine Learning Styles in e-Learning Environments
Author: Fatahi, Somayeh
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Cognitive Style,Electronic Learning,Student Behavior,Online Courses,Pattern Recognition,Mathematics,Personality Measures,Computer Science Education,College Freshmen,Integrated Learning Systems,Personality Traits,Context Effect

Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of features which are important in extracting the learning style automatically from students' behavior has been determined. These features, which are recognized based on Myers-Briggs Type Indicator's (MBTI), play a key role in predicting learning styles in an online course. The features are determined and ranked using pattern recognition techniques, such as K-means clustering algorithm, to show which features can be better to separate learning style dimensions. The results show several features can be used to predict learning styles with high precision. [For the complete proceedings, see ED562095.]
Using Student Surveys to Monitor Teacher Effectiveness: Q&amp;A with Dr. Ronald Ferguson. REL Mid-Atlantic Teacher Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2013-06-27
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Student Surveys,Validity,Reliability,Administration

In this webinar, Dr. Ronald Ferguson, creator of the Tripod Project and Senior Lecturer at Harvard University Graduate School of Education, discussed the use of student surveys as an approach to measuring teacher effectiveness. This Q&amp;A addressed the questions participants had for Dr. Ferguson following the webinar. The webinar recording and PowerPoint presentation are also available.