ethanporcaro/eric-fulltext-meta huggingface dataset:
Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging
Author: Avramescu, Elena Taina
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Nursing Education,Nurses,Professional Continuing Education,Integrated Learning Systems,Online Courses,Educational Innovation,Problem Based Learning

Over the last two decades nurses have to face the need to be high qualified professionals with always updated competencies and practical skills. Learning on the Internet by the &quot;e learning&quot; method, fundamentally changed the way by which nurses can get information and be involved in educational activities designed to ensure their continuous medical education. The goal of our work was to provide e-education for ultrasound nurses by the use of a Learning Management Systems delivered through the Internet, within the framework e-EDUMED project. The project developed a virtual health educational center providing on-line education and training materials by 2 interactive training modules in ultrasound addressed to medical doctors and nurses and one module for patient education. The e-learning platform hosts asynchronous online courses - educational materials in a traditional style of presentation, PPT and course notes (text and images), questions and quizzes associated with each section, multimedia lessons. Synchronous online courses are implemented in the virtual class e-EDUMED allowing a tutor via the Internet to bring together a group of students in real time. The teacher can present materials (case studies, moving images, ultrasound examinations) and can receive information and feedback from students. The nurse training module is included in the e-learning platform and the learning pathway has been realized through an innovative methodological model combining both theoretical and practical aspects, in order to enhance the learning skills based on the study of real cases. Content is structured in the best way to build gradual competences. Another innovative approach in the development of our module is the importance of having a nurse as part of the ultrasound health team - a nurse whose presence conveys for the patient's psychosocial and physical needs. The usual patient reaction to illness is anxiety. Ultrasound can intensify anxiety by augmenting a feeling of alienation, creating a deficit of knowledge and/or invading personal space. In this way the module also promotes the belief that the nurse s role in ultrasound has one proeminent goal-positive patients relations. The conclusion drawn at the end of the project was that 3D images and virtual classrooms can support medical and nursing professionals in training without having the presumption to be exhaustive, but propaedeutic to practice. [For full proceedings, see ED571430.]
Developing the 1st MOOC of University of Porto: Challenges and Strategies
Author: Martins, Isabel
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Online Courses,Case Studies,Educational Technology,Curriculum Development,College Curriculum,Multimedia Instruction

This article is a case study on how the educational technologies unit of the Digital University describes the experience of thinking, creating multimedia contents and training teachers regarding the development of the first MOOC of University of Porto (U.Porto). Upon describing this experience, we focus on the most relevant topics such as how the university regards MOOCs, our previous experiences and on our role as facilitators and producers of the first MOOC.of the university. This experience challenged us to define newer and better strategies regarding content production. We ended this first experience valuing AV professionals when recording educational videos in order to have good quality in final products, which was afterwards confirmed by the MOOC participants when replying the final satisfaction questionnaire. [For full proceedings, see ED571430.]
Collegewide Promotion of E-Learning/Active Learning and Faculty Development
Author: Ogawa, Nobuyuki
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Active Learning,Faculty Development,Information Technology,Higher Education,Core Curriculum,National Curriculum

Japanese National Institutes of Technology have revealed a plan to strongly promote e-Learning and active learning under the common schematization of education in over 50 campuses nationwide. Our e-Learning and ICT-driven education practiced for more than fifteen years were highly evaluated, and is playing a leading role in promoting e-Learning and active learning. It is essential to do faculty development in order to promote the methods within the college. In this paper we described the actual approaches in our college. [For full proceedings, see ED571430.]
Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry
Author: Peacock, Susi
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Mapping,Electronic Learning,Inquiry,Independent Study,College Students

As online learners become more diverse and less well-prepared individually, particular help is required when transitioning into new, online learning environments, requiring engagement in collaborative, community-based educational activities. Cognitive maps provide one tool for tutors to support individuals in navigating the unfamiliar maze of online education and promote self-managed learning. Such maps, developed and offered at induction by the teaching team and linked to throughout the course, describe the territory that learners may wish to explore, signpost possible activities providing landmark knowledge, and encourage the development of cognitive and interpersonal abilities required for online learning. The contents of such maps may include the location of key sources, study guides, and provision of advice to beginners on how to handle the profusion of online material. They may feature a tutor-developed diagrammatic representation of the course, showing links between the different themes, and signposts to appropriate resources for further study and support. Tutors may also encourage learners to refine their own cognitive maps by adding further links to useful sources and materials which they have identified. Such enriched maps could be shared with the community for feedback, allowing for the comparison and contrasting of learners' journeys during their online s tudies. Working in groups, learners may, for instance, develop their maps to include accounts of group work. [For full proceedings, see ED571430.]
IT Tools in Initial Teacher Training
Author: Herlo, Dorin
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Technology Education,Preservice Teacher Education,Technology Integration,Computer Assisted Instruction,Internet,Blended Learning,Transformative Learning,Educational Technology,Visual Aids,Video Technology,Learning Activities,Learner Engagement,Skill Development,Observation,Questionnaires,Electronic Publishing,Portfolios (Background Materials),Tests,Evaluation Methods,Educational Quality

In initial teacher training, the call to use IT tools, and to integrate them into the virtual learning space, is not conjectural but is an example of introducing new technologies in the complexity of educational sciences. For this reason we approached the use of new technologies in the courses and seminars of subjects from the curriculum of training the future teachers, other than Computer Assisted Instruction (CAI) or Information and Communication Technology (ICT). Thus, as a solution for interactive learning, we have integrated, in other several courses, the smart board &quot;eBeam Engage&quot; linked to a laptop, a projector and a surrounding sound system and computers connected to the internet, therefore IT tools. By embedding them in the act of learning it was watched: overcoming communication barriers facilitate engagement of students in designing and supporting transformative learning activities by using this type of IT instruments in various learning situations; increasing their attendance to courses and, to emphasize the formed skills of the students and to form new competences to them, thus increasing their responsibility for their own becoming. For observing their personal development in these directions observation sheets, questionnaires, e-portfolios and the exams as evaluation instruments were used. After processing the data collected by means of these evaluation instruments, our expectations on enhancing intellectual quality product of the work of the students were justified. [For full proceedings, see ED571430.]
Virtual &amp; Real Face to Face Teaching
Author: Teneqexhi, Romeo
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Aptitude Treatment Interaction,Classroom Techniques,Chalkboards,Audiovisual Aids,Intermode Differences,Curriculum Implementation,Educational Technology,Technology Uses in Education,Multimedia Instruction,Multimedia Materials,Distance Education,College Programs,Foreign Countries

In traditional &quot;face to face&quot; lessons, during the time the teacher writes on a black or white board, the students are always behind the teacher. Sometimes, this happens even in the recorded lesson in videos. Most of the time during the lesson, the teacher shows to the students his back not his face. We do not think the term &quot;face to face&quot; is the correct one in this case. The order in space: 1- the &quot;knowledge&quot; (black/white board); 2- the teacher; 3- the students, psychologically creates the idea to the student that the &quot;knowledge&quot; is so far away from him, beyond the teacher. We have changed this order in space to: 1- the teacher; 2- the &quot;knowledge&quot; (black/white board); 3- the students. So we have put the object to be studied between the teacher and the students. In this way we have set up a Real Face to Face process. Position of studied object between the teacher and the students makes the lessons much more attractive. During the time of the real lesson, it is recording in a video format using a cheap infrastructure and very simple to use by the teacher himself. The teacher is &quot;all in one&quot; person (screenwriter, actor, cameraman, director, audio &amp; video editor, producer, distributor) of producing Virtual &amp; Real Face to Face (VRFF) videos. The teacher writes on a transparent board which is between him and the students. The transparent writing board, in the same time, is an available big &quot;transparent screen&quot;. Power point slides or different graphics can be shown on this screen with the teacher behind it. During the real lesson some of the students stay in the teacher's room the others are in classroom following the teacher via the big screen of a projector. Both category of students can see and ask the teacher any time being part of the produced video. The students can access the videos very easily via website of the university or in www.youtube.com. Technical details of this infrastructure and an experience of recording lessons generating the corresponding videos are in the presentation. [For full proceedings, see ED571430.]
An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online
Author: Scarabottolo, Nello
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Online Courses,Student Characteristics,Enrollment,Computer Science Education,Comparative Analysis,Foreign Countries,Academic Achievement,Graduation,College Graduates

This paper analyzes the main characteristics of the students enrolled to a three-years undergraduate course on Security of Computer Systems and Networks, offered in traditional, classroom based fashion as well as online at the University of Milan (Italy). This allows to compare classroom and online students from several points of view, and gives useful information to institutions willing to exploit e-learning as a vehicle for extending the enrollment to already existing traditional courses. [For full proceedings, see ED571430.]
A Practice of Mobile Learning Based on Cloud Computing
Author: Heng, Wu
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Handheld Devices,Computer Oriented Programs,Internet,Information Storage,Online Courses,Scaling,Delivery Systems,Programming Languages,Client Server Architecture,Educational Benefits,Evaluation

Information and communication technology are well known rapid growing industry in this decade. That is nearly the same as fast as growth in costs in education. Therefore, many people have been forced to find alternative ways to meet their education needs. Innovations of distance education create a new way to provide learning content, unlimited participation and open access through Massively Open Online Courses (MOOCs) via the web. In the addition, mobile learning centered research are sprouting out, anytime, anywhere, anyone learning is becoming what people aspire to. The published papers introduced mobile native applications, web applications and hybrid applications in order to enhance mobile learning. However, scalability becomes a common issue among all the solutions. In this paper, we tackle the scalability, collaboration, and content delivery problems by using cloud computing method aimed at making best effort to MOOC in mobile devices. Therefore, a practice of mobile learning is well designed and implemented based on cloud computing. [For full proceedings, see ED571430.]
Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners: A Case Study
Author: Pilat, Dirk
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Primary Health Care,Case Studies,Physicians,Medical Education,Distance Education,Professional Continuing Education,Electronic Learning,Andragogy,Course Descriptions,Certification,Enrollment Rate,College Programs

Increasing workload due to reduced numbers of general practitioners, a population boom and an aging population has increased the need for accessible distance learning for the UK's primary care doctors. The Royal College of General Practitioners is now in its eighth year of delivering high quality e-learning to 72,000 registered users via its Online Learning Environment. In this case study we present the background around the RCGP's decision to deliver distributed continuous professional development and the workflows that enable its online learning team to produce high quality clinical continuous professional development courses for primary care. [For full proceedings, see ED571430.]
Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training
Author: Lazzari, Marco
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Story Telling,Inclusion,Preservice Teacher Education,Electronic Publishing,Special Education Teachers,Distance Education,Online Courses,Questionnaires,Learning Experience,Multimedia Materials,Student Teacher Attitudes,Teaching Methods,Foreign Countries,Preservice Teachers

We present an experience of digital storytelling conducted as part of a course for initial teacher training. The students of a special education course produced a digital story as partial fulfillment of their distance learning assignment. We describe the structure of the work completed by the students and discuss the results of a questionnaire they filled out after the course, which aimed to gather their opinions about the experience. The experience was agreeable to the students, with many stating that they are likely to repeat the process in their school, either by developing stories themselves or by engaging their future pupils as designers and developers. [For full proceedings, see ED571430.]
Equalizing Educational Opportunities by ICT
Author: Delgado García, Ana María
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Opportunities,Technology Uses in Education,Equal Education,Open Universities,Online Courses,Electronic Learning,Virtual Classrooms,Influence of Technology,Masters Programs,Law Schools,Educational Practices,Foreign Countries

The Open University of Catalonia (UOC) is a pioneer university in the use of technology for online learning. The virtual teaching system enables to acquire professionalizing competences and facilitates the practitioners the update of knowledge in an optimum way. That is possible, on one hand, thanks to the resources for theoretical and practical knowledge that give technical communication tools. And, on the other hand, because of the flexibility that an asynchronous learning model entails. This allows a way of learning far away from classical teaching. [For full proceedings, see ED571430.]
First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course
Author: Isosomppi, Leena
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Adult Students,College Students,Open Universities,Web Based Instruction,Sciences,Epistemology,Research Methodology,Courses,Qualitative Research,Student Journals,Content Analysis

The adult students who participate in the web-based studies of the open university have in many ways heterogeneous starting points for studying and learning, for example, the educational backgrounds, the acquired work experience, the general academic skills and the objectives of the future can vary considerably. The adult students striving from the different starting points pursue their own individual objectives and the set educational dimensions of the academic education. In the academic adult education, individuality and the adult student's autonomy are emphasized and at the same time, diverse knowledge, skills and understanding are sought after. One key objective of the higher education is the development of the scientific thinking and refining of personal epistemology and the readiness for their complementary reflection. The personal relationship of an adult student to the scientific knowledge and, at the same time, the academic identity are based dialogically and process-like in the dynamic and complex interaction field of cognitive, emotional and social factors. The adult student's genuine and profound learning experience touches personal epistemology and is strongly connected to the individual's meta-cognitive and cognitive processes. Furthermore, the feelings which are related to the adult student's study and the social life field are involved in the process. In our article we examine the open university's adult students' personal relationship to science and to scientific knowledge which is structured gradually and in a process-like fashion. The examination adheres to the situation at the beginning of the open university e-learning course in qualitative methodology and on the students' own reflection. We focus the examination on those adult students who did not have earlier experience of carrying out research or of the methodology of qualitative research when the course in qualitative methodology began. The research material consists of the learning diaries the students (N = 41) kept during the course, the diaries which were also a part of the course work. From the material, five different personal, academic science relationships crystallize through a material based content analysis: outsider, superficial, timid, critical realist and user of the expert knowledge. Finally we present e-pedagogical conclusions as a summary of how the adults' learning process can be supported when aiming for the thinking which integrates personal everyday knowledge and scientific knowledge and how the commitment to the development of one's own thinking can be reinforced. [For full proceedings, see ED571430.]
Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges
Author: Lius, Esko
Date: 2016-07-00
Type: Reports - Research
Subjects: Foreign Countries,Games,Recognition (Achievement),Prior Learning,Faculty Development,Professional Recognition,Online Courses,Case Studies,Electronic Learning,Teaching Skills,Teaching Methods,Information Technology,Web Based Instruction,Seminars,Social Media,Teacher Competencies,Competition,Program Effectiveness

Traditional further professional training has been losing its position and importance in teacher upskilling. Traditional modes of training delivery do not work well in situations where much of the competences have been gained informally, or when teachers find it difficult to attend training days that fit poorly to their schedules or location. This paper is a case study on how a gamified and open badge-based MOOC, namely &quot;Learning Online&quot; improved and recognized educators' skills related to new pedagogies and ICT in Finland. &quot;Learning Online&quot; consists of a 2-day boot camp, weekly online webinars and Facebook activities, and an open badge-based system for recognizing competencies. Teachers could participate in various areas of the entire system, which meant that they could visit the site http://www.oppiminenonline.com/ solely to apply for badges on the basis of their prior learning or also choose to join a team and participate in the game of earning the most badges. The results of using open badges in Learning Online have been very positive. This teacher professional development program exceeded the set goals. Instead of the initially targeted 800 badges, over 4,000 were applied for and over 3,600 granted. After the initial project the system has expanded, and there are talks to make it a nation-wide system. It has also contributed strongly to the development of wider educational thinking and practices of open badges in education. Badges make it easy to create and share an ePortfolio. [For full proceedings, see ED571430.]
How Do We Know What Is Happening Online?: A Triangulated Approach to Data Analysis
Author: Charalampidi, Marina
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Mixed Methods Research,Discourse Analysis,Computer Mediated Communication,Interviews,Online Surveys,Gifted,Social Networks,Questionnaires,Content Analysis,Evaluation Methods,Student Participation,Research Methodology,Foreign Countries

This paper discusses the process of analysing online discussion and argues for the merits of mixed methods. Much research of online participation and e-learning has been either message focused or person focused analysis. The former covers methodologies such as content and discourse analysis, the latter interviewing and surveys. The paper discusses the strength and weaknesses of these approaches in the context of a study of an online social educational network for gifted students. Here interviews, questionnaire survey and content analysis were all used in order to explore the process of online discussion and the experience of taking part. The paper argues for a mixed approach in which different types of data can be compared and contrasted. Such triangulation is time-consuming but it allows for a comprehensive picture of the use of the network and the experience of online participation. [For full proceedings, see ED571430.]
Orchestration of Social Modes in E-Learning
Author: Weinberger, Armin
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Teaching Methods,Learning Processes,Learning Experience,Learning Activities,Educational Research,Communities of Practice,Cooperative Learning,Figurative Language,Peer Relationship,Computer Mediated Communication,Educational Technology

The concept of orchestration has recently emerged as a useful metaphor in technology-enhanced learning research communities, because of its explanatory power and appeal in describing how different learning activities, tools, and arrangements could be combined to promote learning. More than a buffet of tools offering possibilities to the teachers, orchestration refers to the purposeful mixture of different aspects of the learning experience, serving a particular set of learning goals. In this paper, we present the current dialogue on e-learning orchestration, identifying the questions and open issues in orchestrating different social modes and learning arrangements. [For full proceedings, see ED571430.]