ethanporcaro/eric-fulltext-meta huggingface dataset:
A Distributed Content Addressable Network for Open Educational Resources
Author: Downes, Stephen
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Information Dissemination,Open Educational Resources,Higher Education,Internet,Information Technology

We introduce Content Addressable Resources for Education (CARE) as a method for addressing issues of scale, access, management and distribution that currently exist for open educational resources (OER) as they are currently developed in higher education. CARE is based on the concept of the distributed web (dweb) and, using (for example) the Interplanetary File System (IPFS) provides a means to distributed OER in such a way that they cannot be blocked or paywalled, can be associated with each other (for example, as links in a single site, or as newer versions of existing resources) creating what is essentially an open resource graph (ORG), and when accessed through applications such as Beaker Browser, can be cloned and edited by any user to create and share new resources. [For the complete proceedings, see ED608557.]
Examining the Impact of Online Case-Based Discussions on Students&apos; Perceived Cognitive Presence, Learning and Satisfaction
Author: Sadaf, Ayesha
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Effectiveness,Case Method (Teaching Technique),Discussion (Teaching Technique),Student Satisfaction,Graduate Students,Online Courses,Learning Processes,Communities of Practice,Inquiry,Problem Based Learning,Vignettes,Synchronous Communication

This study examined the impact of case-based discussions on students perceived cognitive presence, learning and satisfaction in online courses. Forty-four online graduate students enrolled in an instructional design course completed an online survey. The quantitative data were analyzed using descriptive statistics and a paired-samples t-test. Qualitative data obtained from the open-ended survey responses were analyzed using constant comparative approach. The findings revealed that case-based discussions lead to high levels of cognitive presence--Triggering, integration, and resolution--than non-case-based discussion. In addition, students have a higher level of perceived satisfaction in case-based discussion than non-case-based discussions. [For the complete proceedings, see ED608557.]
Design of Web Based Dynamic Assessment System for Solving Two Sigma Problem
Author: Tuluk, Arif
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Secondary School Students,Student Evaluation,Evaluation Methods,Educational Technology,Computer Assisted Testing,Program Effectiveness,Grade 5,Foreign Countries,Alternative Assessment,Feedback (Response),Teaching Methods

In 1984 Benjamin Bloom stated that one-to-one tutorial support increased students' achievement by two standard deviations (two sigma problem). In the literature for solving two sigma problem (in order to increase student achievement), many systems were developed as intelligent tutoring systems, adaptive hypermedia systems, recommender systems and etc. In addition to this, it can be said that dynamic assessment increases the students' achievement. Because one of the main objectives of the dynamic assessment is to improve the performance of learners by providing instructional aids with assessment tasks. Within the scope of this research, a web-based dynamic assessment system was designed and developed. Then, the effectiveness of the system tested with actual users. One group pretest-posttest design was used. A total of 322 secondary school 5th-grade students participated in this study. The findings were discussed in the context of two sigma problems. According to the findings, it can be said that the web-based dynamic assessment system increases student achievement approximately two standard deviations. [For the complete proceedings, see ED608557.]
An Exploratory Study of Trial and Error in the Design and Practice of Undergraduate Seminars in Japan
Author: Fushikida, Wakako
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Seminars,College Faculty,Educational Improvement,Factor Analysis,Teacher Attitudes,Student Interests,Goal Orientation,Foreign Countries,Instructional Effectiveness,Problem Solving,Instructional Design

The purpose of this study is to investigate the solutions that faculty members resort to by trial and error in certain challenges presented to them in undergraduate seminars for second, third, and fourth year students. The research questions used were as follows: (1) what kind of problems do faculty members face; and (2) how faculty members try to improve their undergraduate seminars in order to provide an effective learning environment for students. Using a questionnaire, we conducted a survey on 157 faculty members and constructed the variables by factor analysis. The results indicated that faculty members usually try to set goals and activities with respect to the students' current situation or interests because they believe that the students do not have the basic knowledge and skills needed in specialized fields. [For the complete proceedings, see ED608557.]
Numeracy Skills Empowerment from Preschool
Author: Mascia, Maria Lidia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Mathematics Skills,Young Children,Mathematics Instruction,Teaching Methods,Computer Assisted Instruction,Kindergarten,Foreign Countries,Conventional Instruction,Skill Development

The development of numerical abilities was examined in 59 children aged 5 years divided into three groups: one control group (n = 15) and two experimental groups (pencil-and-paper mathematical training: n = 29: computerized mathematical training: n = 15). The participants were assessed both before and after a battery of validated tests assessing numerical abilities (BIN test) and fluid intelligence (CPM test). The three groups showed similar values in the pre-test assessment regarding these two dimensions. A gain between post-test and pre-test scores was calculated; this result underlines significant differences between experimental groups and the control group in the four areas evaluated by the BIN test. This study shows the efficacy of both computer-assisted and pencil-and-paper training in enriching numerical intelligence; pencil-and-paper mathematical training seems to be more effective in some areas. This aspect leads us to reflect about this result and to deepen the research with subsequent experiments. [For the complete proceedings, see ED608557.]
Key Trends in Special Education in Charter Schools in 2015-2016: Secondary Analysis of the Civil Rights Data Collection. Executive Summary
Author: Rhim, Lauren Morando
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Educational Trends,Special Education,Charter Schools,Data Analysis,Students with Disabilities,Disability Identification,Discipline,Specialization

The National Center for Special Education in Charter Schools (the Center) is deeply committed to ensuring that students with disabilities have equal access to charter schools and that charter schools are designed and operated to enable success for all students. To accomplish this goal, the Center conducts analyses and releases a comprehensive report of the bi-annual U.S. Civil Rights Data Collection (CRDC), which is released by The U.S. Department of Education's Office for Civil Rights. This is the Center's third edition, and in addition to examining some of the key indicators studied in the two prior reports (e.g., enrollment, educational placement, and discipline), the authors introduce more detailed analyses such as enrollment variance by gender and race and the impact of a charter's legal status on enrollment and educational environment (i.e., placement). In this third report, it was found that while the charter sector is making progress, not surprisingly, there is more work to do. In large part, the most recent data confirm previous findings and further establish a clear trend line regarding the extent to which students with disabilities are represented in both traditional public and charter schools. This executive summary provides key takeaways; the authors encourage readers to review the full report for further data points, details, and nuances. [For the full report, see ED604728.]
Goal Trees as Structuring Element in a Digital Data-Driven Study Assistant
Author: Weber, Felix
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Higher Education,Goal Orientation,Self Management,Constructivism (Learning),Barriers,Reports,Futures (of Society),Electronic Learning,Independent Study,Computer Software,College Students,Skill Development,Metacognition,Study Skills,Student Motivation

The Future Skills Report about the future of learning and higher Education (Ehlers &amp; Kellermann, 2019) defines a variety of skills in which the active learner plays a central role. Starting from this perspective, our idea is to promote future skills with a digital data-driven study assistant for. As a theoretical foundation research about constructivism, self-regulation and goal-setting is reviewed and the concept of Goal Trees as structuring element of a software is derived. On a psychological level we show how Goal Trees may increase motivation and simplify study planning. On the level of user interface design, we show how Goal Trees may be used as structuring element of a digital data-driven study assistant. Consequently we outline how functionalities derived from research about goal-setting and self-regulation can be implemented in a study assistant. Finally advantages and challenges of implementing such a system are discussed. [For the complete proceedings, see ED608557.]
Evaluation of a Mobile Peer-Evaluation System for In-Class Presentations
Author: Gobel, Peter
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Peer Evaluation,Telecommunications,Handheld Devices,Educational Technology,Student Evaluation,College Students,Computer Oriented Programs,Student Attitudes,Program Effectiveness,Evaluation Methods,Foreign Countries

Simultaneous in-class presentations are well suited to the use of peer evaluation, which also promotes greater involvement of the student audience. The problem for the teacher is how to manage peer evaluation and make it a useful part of the curriculum. PeerEval is a mobile application that allows students to anonymously evaluate presentations in real time using a Likert scale rubric and individual peer comments. The results of each evaluation are compiled in a database which is available to the teacher and the students. This short paper focuses on implementing and evaluating this app in Japanese university classrooms. The researchers sought to evaluate both the technical aspects of the software and nature of student feedback using the software. Student attitudes towards the PeerEval system were measured using a twelve-item questionnaire concerning usability of the software, their attitudes towards the system both as a presenter and as an audience member. Results are discussed regarding student perceptions of the evaluation system, overall feedback quality, and the perceived effect of feedback speed and peer comments. Further uses for a mobile peer-evaluation system are also discussed. [For the complete proceedings, see ED608557.]
Mentoring: A Focus on Ethnic Identity Development among African American Male College Freshmen in the Digital Age
Author: Hatcher, John W., III.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: African Americans,Males,Mentors,Ethnicity,College Bound Students,Telecommunications,Program Effectiveness,Student Development

This study explored a process of mentoring African American males transitioning from high school to college. The researcher used Phinney and Ong's (2007) conceptualization and measurement of ethnic identity development employing the Multi-Group Ethnic Identity Measure-Revised survey. This research is intended to provide insight into the potential impact of mentoring on a group of African American male students who are navigating their first year of college, while discovering who they are. The use of digital sources assisted in the communication and relationship building processes that helped to support the mentorship effort. This is the initial phase of an ongoing study. [For the complete proceedings, see ED608557.]
Complex Gamification Platform Based on Moodle System
Author: Barna, Balázs
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,College Students,Integrated Learning Systems,Game Based Learning,Student Motivation,Foreign Countries,Learner Engagement

Using an e-learning system as an educational tool has become a common practice among university courses. A well-structured e-learning system can not only support the course as a storage place of materials but can help the students to learn the given subjects. The Moodle (Modular Object-Oriented Dynamic Learning Environment) e-learning environment provides a wide scale of possibilities to create a student-centered, highly manageable course interface. The tool is given; however, the motivation of students is rarely satisfying. Tough the success of a course mostly depends on the teaching materials, using gamification principles can enhance the motivation level of students. The aim of this paper is to propose a structure built up from the core elements of Moodle, existing plugins and suggested developments, which could provide a properly gamified Moodle course that fosters the students to gain motivation for learning better. [For the complete proceedings, see ED608557.]
Digital Ethnicity -- Emerging Profiles
Author: Adams, Nan B.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Telecommunications,Social Media,Ethnicity,Interpersonal Communication,Interaction,Age Differences,Gender Differences,Cultural Influences

Digital Ethnicity is a model developed to provide an organized method to define human interaction with digital communication technologies and the result of these interactions on cultural development. The ultimate goal for the development of Digital Ethnicity as a concept is to describe those aspects of digital ethnicity that influence society. These digital ethnic aspects are intended to guide thinking and provide insight into the social and educational needs of rapidly changing societal groupings by providing guidance for leaders and educators to address the biological, social and cognitive changes brought about by pervasive use of digital communication technologies. Digital Profiles have emerged by certain demographic characteristics -- most notably, age and gender. This paper discusses these emerging profiles. [For the complete proceedings, see ED608557.]
Education System for Electronic Circuit Construction Involving Soldering on a Circuit Board
Author: Takemura, Atsushi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Electronic Equipment,Web Based Instruction,Program Effectiveness,Undergraduate Students,Foreign Countries,Handheld Devices,Educational Technology,Telecommunications,Technology Uses in Education

This paper proposes a novel education system for learning electronic circuit construction involving soldering on a universal circuit-board. This system enables a student to efficiently design the layout of circuit components on a circuit board and helps the student securely construct the circuit by soldering the circuit components in accordance with the designed layout. Web-based instructions are utilized for wiring and soldering the circuit components on the lower surface of the circuit-board based on automated recognition of circuit images during the circuit construction. The effectiveness of the proposed system was verified by 40 undergraduate students at Tokyo University of Agriculture and Technology. The comparison tests between two groups that comprised students that used or did not use the proposed system demonstrated the effectiveness of the system. [For the complete proceedings, see ED608557.]
Schools&apos; Responses to COVID-19: Job Satisfaction and Workload of Teachers and Senior Leaders
Author: Walker, Matt
Date: 2020-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Job Satisfaction,Teaching (Occupation),Faculty Workload,Elementary Secondary Education,Principals,Work Environment,Foreign Countries,Stress Variables,Teacher Attitudes,Administrator Attitudes,Social Support Groups,Assistant Principals,School Closing,Online Courses,Distance Education

Prior to the outbreak of the COVID-19 pandemic, England faced a considerable teacher recruitment and retention challenge. The last ten years have been characterised by insufficient numbers of new teachers joining the profession and an increasing proportion leaving the state sector, particularly in secondary schools. This research is designed to shed some light on the immediate effects of the pandemic on senior leaders' and teachers' working lives. Based on the findings of a national survey of 1233 senior leaders and 1821 teachers in publicly-funded, mainstream primary and secondary schools in England, this report explores their levels of job satisfaction, their sense of control over teaching and learning practices, their weekly working hours, and the manageability of those hours. In doing so, it outlines the key pressures and challenges they are facing, together with the support mechanisms they are using to help them get through the current crisis. This report has found that, despite overall reductions in working hours, 41 per cent of senior leaders are still working more than 50 hours per week; a quarter are finding their workload unmanageable; and 31 per cent are not satisfied with their jobs. Key recommendations include the need for government, local authority services (LAs) and Trusts to ensure that schools have access to sufficient teaching capacity. Senior leaders need to use teaching assistants (TAs) effectively, and address the home working needs of the 22 per cent of teachers who are only able to work from home. In order to give leaders and teachers a greater sense of control, the Government needs to ensure that new directives are clear, kept to a minimum, reflect the concerns of the profession, and are sensitive to the pressures school leaders are facing. [For a summary report, &quot;Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey,&quot; see ED608586.]
Schools&apos; Responses to COVID-19: Key Findings from the Wave 1 Survey
Author: Nelson, Julie
Date: 2020-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Job Satisfaction,Teaching (Occupation),Faculty Workload,Elementary Secondary Education,Principals,Work Environment,Foreign Countries,Stress Variables,Teacher Attitudes,Administrator Attitudes,Assistant Principals,School Closing,Online Courses,Distance Education,At Risk Students,School Schedules,Student Participation,Disadvantaged Youth,Geographic Regions,Institutional Characteristics,Government Role

The COVID-19 pandemic has impacted on all areas of society, including education. On 20 March 2020, the British Government ordered all schools to close to all pupils, except vulnerable children and the children of keyworkers (such as those working in public health, transport and supplying food). National examinations were also cancelled. As a result, schools have been unable to carry out their normal activities in supporting pupils' learning and well-being, or in preparing them for transition to the next phase of their education. This represents an unprecedented disruption to the education of children and young people, raising concerns about their education and welfare and the ability of schools to provide effective learning approaches for pupils at home. The National Foundation for Educational Research (NFER) has undertaken an independent investigation into the impact of the pandemic on schools in England and their pupils, in order to document the main issues and identify insights for policy and practice. The survey explored schools' responses to the COVID-19 emergency, identifying how they were responding, the impact the crisis was having on pupils and teachers, and whether it was having a differential impact on specific groups. This paper summarises findings from a suite of published reports. Each report focuses on a specific issue related to the impact of COVID-19 on schools and pupils: (1) Returning pupils to school (ED608591); (2) Pupil engagement in remote learning (ED608590); (3) Support for vulnerable pupils and the children of keyworkers (ED608651); and (4) Job satisfaction and workload of teachers and senior leaders (ED608585).
Benefits and Risks of ICTs and Their Applications: An Attempt to Analyze Free Descriptive Answers
Author: Maruyama, Yukiko
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Risk,Computer Software,College Students,Student Attitudes,Sample Size,Data Analysis,Information Technology,Information Science Education,Robotics,Artificial Intelligence,Use Studies

This paper presents the results of an attempt to analyze the benefits and risks of information and communication technologies (ICTs) and their applications, as perceived by university students. A survey was conducted using questionnaire with a free descriptive answering format. Responses were analyzed via text mining and correspondence analysis; in this manner, explanations of students' perceptions could be deduced. As the survey conducted here was preliminary, the sample size was small; further analysis with a larger number of participants is necessary. [For the complete proceedings, see ED608557.]
Lifelong Self-Directed Learning in the Digital Age: An Orientation of Current Software Tools Supporting Experts in Maintaining and Updating Their Knowledge
Author: Freeman, Jodie
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Independent Study,Computer Software,Skill Development,Health Personnel,Medical Education,Computer Uses in Education,Database Management Systems,Knowledge Management,Self Evaluation (Individuals)

To guarantee high-quality services, health professionals are required to successfully maintain their extensive knowledge base. M, health professionals are forced to consistently stay up-to-date in their field in which new knowledge is evolving continuously. Hence, there is a strong need for effective support during their lifelong, self-directed learning processes as a means of maintaining and updating medical-related expert knowledge. From the literature, self-organisation, -management, -assessment, and collaboration activities have been defined to be of high relevance for these learning processes. The increasing speed of technological development has led to the development of a plethora of digital tools with varying features aimed at supporting professionals in their self-directed learning. In light of the increased number of tools available, we aim to give orientation on some of the most popular tools available to support health and other professionals in their self-directed learning. Results show that three main categories of digital tools related to self-directed learning can be identified: reference-management systems, learn-and-test tools, and collaborating tools. Our results further show that within the current landscape, there is no one tool that covers all tasks related to self-directed learning. We conclude that one single digital tool, combining all the features supporting self-directed learning in one simple easy to use manner may better support health and other professionals in maintaining and updating their expert knowledge. Future development should focus in particular on suitable combinations of features supporting self-directed learning, as implemented within one tool. [For the complete proceedings, see ED608557.]