ethanporcaro/eric-fulltext-meta huggingface dataset:
2018-2019 Florida Adult High School Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: High School Equivalency Programs,Adult Students,State Legislation,Guidelines,Adult Education,Teaching Methods,Tuition,Student Evaluation,Accountability,Credits,Students with Disabilities,Adult Educators,Teacher Certification,Technical Assistance,Graduation Requirements,State Standards,Transfer Policy,Testing Accommodations,Annual Reports,Admission Criteria

The Adult High School (AHS) program enables an adult student, as defined in section (s.)1004.02(5), Florida Statutes (F.S.), to complete the required courses and state assessments to earn a standard high school diploma. Course requirements in adult high school programs are designed in accordance with core content standards per s. 1003.41, F.S. A program of instruction for both traditional and co-enrolled AHS students shall be based on the Florida Department of Education (FDOE) adult education curriculum frameworks found in the 2018-2019 Adult General Education Curriculum Frameworks. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency- and performance-based adult education, distance learning and computer-assisted instruction. Provided is information for adult high schools regarding the following topics: (1) enrollment criteria; (2) criteria for entering into an AHS co-enrollment program; (3) tuition; (4) assessing students for the National Reporting System (NRS); (5) accountability and reporting; (6) graduation requirements; (7) granting high school credits and diplomas to adults; (8) statewide assessments; (9) assessment requirements for students with disabilities; (10) transfer of credit guidelines; (11) diploma/completion options; (12) course code directory; and (13) adult education instructor certification requirements. [For the &quot;2017-2018 Florida Adult High School Technical Assistance Paper,&quot; see ED591367.]
2019-2020 Florida Adult Education Assessment Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Technical Assistance,Adult Education,Students with Disabilities,Testing Accommodations,Standardized Tests,Faculty Development,Student Placement,Testing,State Standards,Test Use,State Policy,Educational Policy,Annual Reports,Guidelines,Scores,Accountability,Quality Control,Benchmarking,Distance Education,Guides,Integrity

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are also included. Additionally, the following important information for adult education programs is reviewed: (1) The definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level, and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and and (7) Training for all staff who administer the standardized assessments. [For the &quot;2018-2019 Florida Adult Education Assessment Technical Assistance Paper,&quot; see ED600582.]
Get Out! - Helping Teachers Orchestrate Outdoor Game-Based Learning Activities
Author: Mettis, Kadri
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Game Based Learning,Outdoor Education,Learning Activities,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Recreational Facilities,Computer Oriented Programs,Grade 10,High School Students,Foreign Countries,Student Attitudes,Teacher Attitudes,High School Teachers

Outdoor learning activities are very time consuming for teachers to prepare and difficult to manage, especially when the activity takes place in a non familiar environment for instance zoos. M-learning could help teachers to conduct outdoor education by involving learners in the creation and orchestration of artefacts (game). For that it is necessary to know how to arrange, orchestrate and monitor such diversified forms of learning in a systematic and technical manner. In pursuit of these goals to reduce teachers workload and share part of the orchestration load to students a case study was conducted where 9 students and 3 teachers participated. Together with the teachers and the Zoological Gardens pedagogues, the activities were planned, where the learner could acquire the knowledge through playing and creating the tracks, consisted of location points with assignments. The created activities were also tested in practice to determine their suitability for use in real life learning conditions. For creating activities and learning at the Zoo, SmartZoos app was used. It is a game based learning app where users move from one location to another with the guidance of their phone and in specific location points tasks open that learners need to fill. Students were divided to groups and every group was followed by an observer who took notes about occurring problems and time spent using the phone. Students and teachers evaluated their experience by answering questionnaires, additional interviews were conducted with the teachers to get a deeper understanding of their perspective to sharing orchestration load with students and how they managed the groups at the zoo. The results of this case study show that students were successfully engaged in the planning and creating learning artifacts stage, reducing teachers workload and planning time for this outdoor learning activity. The main issues that teachers brought out were group managing, communication with students for example following students movement, having access to students work or results and assessment. [For the complete proceedings, see ED600498.]
Virtual Reality at Secondary School -- First Results
Author: Keller, Thomas
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Secondary Education,Computer Simulation,Simulated Environment,Foreign Countries,Teaching Methods,Plastics,Environmental Education,Elementary Education

This paper examines the use of Virtual Reality (VR) at Swiss secondary schools. Despite many years of research, no well-founded data are available on the effects of the technology on children's learning success. It is assumed that VR is compatible with the learning theory of constructivism through the possibility of immersion, interaction, 3D representation and the possibility of adopting several perspectives. To investigate the topic, a vision has been developed for a learning unit within the competence area Nature and Technology on the subject &quot;Plastics and its effects on the environment&quot;. Divided into five learning blocks, the learning unit provides the students with knowledge about the structure, production, recycling and environmental consequences with possible approaches to solutions. Ideas for possible VR applications were developed for each of these blocks. The vision was discussed in four interviews with teachers. The VR applications were commented and evaluated by 20 students of the same class. The topic &quot;Environmental Problem Microplastics&quot; selected for implementation is topical, fits into curriculum and is compatible with the specialist areas suitable for VR. In summary, it can be said that VR is still a long way from a nationwide deployment at the Swiss elementary school. Nevertheless, the educational institutions should observe the technology and develop an understanding of its possibilities through pilot tests. [For the complete proceedings, see ED600498.]
Mobile Learning: Application of WhatsApp Messenger as a Learning Tool in a University Distance Learning Program in Ghana
Author: Koomson, William Kofi
Date: 2018-10-00
Type: Reports - Research
Subjects: Electronic Learning,Handheld Devices,Computer Oriented Programs,Computer Mediated Communication,Blended Learning,Distance Education,College Students,Student Attitudes,Technology Integration,Learner Engagement,Foreign Countries

This paper describes an ongoing research study, which began in January 2017, about how to create an effective distance learning program in a hybrid mode that integrates WhatsApp Messenger as the learning platform for students who live in Ghana's remote areas where Internet connectivity and electrical power supply are limited. Qualitative approach was employed with a total sample size of 807 students, composed of 58 percent male and 42 percent female. The results from the demographics report fit traditional adult learners as described in the literature. About 89 percent of the students indicated that they work, while 54 percent of them were engaged in full time employment. I concluded that using WhatsApp Messenger in a blended mobile learning context is not nuisance to students, rather it is a 'helpmate' to help resolve many of the contextual difficulties that plague them in distance learning situation in Ghana. [For the complete proceedings, see ED600498.]
Integration of Children with Special Needs in Mathematics through Virtual Reality
Author: Keller, Thomas
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Students with Disabilities,Special Needs Students,Educational Technology,Technology Uses in Education,Computer Simulation,Mathematics Instruction,Visualization,Teaching Methods,Simulated Environment,Video Games,Elementary Secondary Education,Foreign Countries

Students with special needs in mathematics lessons can be specifically supported through virtual reality (VR) if they are offered virtual learning environments that offer real benefits through their implementation in VR. In addition to learning by doing, the visualization of mathematical facts in 3D for the training of imagination can offer added value in relation to the tasks themselves or that content can be experienced in class for which this is otherwise not simply possible. The evaluation of the developed learning environments with learners has shown that possible advantages of an immersive learning environment compared to classical teaching aids can be a positive effect on motivation, concentration and learning success. [For the complete proceedings, see ED600498.]
Usability Evaluation of a Virtual Learning Environment: A University Case Study
Author: Vertesi, Attila
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Virtual Classrooms,Usability,Universities,Educational Technology,Student Satisfaction,College Faculty,Teacher Attitudes,Administrator Attitudes,Integrated Learning Systems,Computer Mediated Communication,Evaluation Methods,College Students,Technical Support

As part of educational technology developments in Higher Education, every university has adopted a Virtual Learning Environment (VLE) that facilitates online methods of delivery by enabling the submission of course materials, course management system and computer-mediated communication. VLE is regarded as technology which is either accepted or rejected by its users such as students, academics and administrators. Perceived usefulness and ease of use play an important role in user acceptance and satisfaction. This paper provides quantitative results of usability evaluations i.e., the System Usability Scale (SUS) scores from different user groups including students (n=137), academics (n=23), administrators (n=19) and learning technologist (n=3). The qualitative element of the VLE evaluation comprised the utilization of an approach called Interactive Management (IM) (n=13). The results showed that the newly implemented VLE performed under the average usability expectation (SUS score of 58.6). Students on average evaluated the usability of the VLE higher than the staff. The usability scores of the students from different courses showed remarkable differences. The ranked and categorised feedback from the IM session highlights the importance of planning, training and communication before and during the implementation, as well as the aspect of usability and learnability of the VLE. [For the complete proceedings, see ED600498.]
Online Learners&apos; Readiness and Learning Interactions: A Sequential Analysis
Author: Sahin, Muhittin
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Learning Readiness,Navigation (Information Systems),Interaction,Instructional Design,Independent Study,Undergraduate Students,Educational Technology,Learning Strategies

An important advantage of e-learning environments is the numerical observation of the learning behaviors of students. The use of e-learning environments by students creates a learner data. From these learner data, the navigation patterns obtained by using educational data mining have a very important place in learning and teaching design. Studies have shown that learners' learning behaviors in online learning environments may vary according to the characteristics of learners. Studies on the differentiation of the navigation patterns according to the psycho-educational characteristics of the learners provide very strong inputs to the design of the learning environment appropriate to the characteristics of the students which is named as adaptive learning environments. According to these inputs, learning environment designs can be developed according to the individual characteristics of the students. Online learners' readiness (OLR) for e-learning is an important psycho-educational structure. The aim of this study is to investigate students' navigations in the e-learning environment according to the level of readiness for e-learning. Lag sequential analysis was used when students' system interactions were analyzed sequentially. According to the results of the analysis, it has been found that the sequential navigation patterns of the students differ according to the OLR structure. The findings of this research are expected to provide important information and suggestions to online learning environment designers. [For the complete proceedings, see ED600498.]
Net Benefits of Face-to-Face versus Online Instruction at School: A Repetitive Factorial Experiment in an Ecological Setting
Author: Poelmans, Stephan
Date: 2018-10-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Secondary School Students,Conventional Instruction,Academic Achievement,Student Attitudes,Student Satisfaction,Preferences,Teaching Methods,Foreign Countries

Within the field of e-learning, numerous studies focus on the benefits of online delivery systems and tools for learners. Nevertheless, there is still limited understanding of why learners perform better or worse and experiments are only rarely the method of inquiry. This study reports on findings of a repetitive factorial experiment in an ecological setting with 151 secondary school pupils in order to scrutinize crucial determinants for perceived and observed benefits of two delivery modes: face-to-face versus online instruction. For these purposes, the study incorporates the DeLone and McLean's information systems success model, extended to cover perceptions of enjoyment. The findings show that pupils' performance in the e-learning condition is significantly poorer than in the face-to-face condition. The results further point to the dominant position of perceived enjoyment as a determinant of satisfaction and e-learning preference. By examining system and individual antecedents of learning performance in an experimental design, we contribute to the body of knowledge regarding online learning effectiveness. The study's limitations and opportunities for further study are discussed. [For the complete proceedings, see ED600498.]
Comparison of Developed in &quot;EfficienSea2&quot; Project Platform &quot;BalticWeb&quot; with Standard ECDIS
Author: Barbare, Inese
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Information Systems,Marine Education,Foreign Countries,Navigation,Web Sites,Specialists,Information Technology,Charts,Evaluation Methods

The paper examines the definition and concept of Electronic navigation (e-navigation), Electronic Chart Systems (ECS) and Electronic Chart and Display Information System (ECDIS). In paper are provided compare of positive and negative aspects for alternative e-navigation platform &quot;BalticWeb&quot;, developed in &quot;EfficienSea2&quot; project with certified, internationally approved and accepted Electronic Chart Display and Information System (ECDIS) using on the STCW based criteria about electronic chart system. In addition, the paper represent new evaluation algorithms' testing methods created in Latvian Maritime Academy as part of &quot;EfficienSea2&quot; project. Paper is intended to familiarize wide range of specialists with positive and negative sides for last developed ECDIS, ECS and e-navigation systems and demonstrate subsequent possible ways of development for those systems. The discussion is about a good practice of exploratory testing and cooperation between higher education institutions and research institutions in developing, testing and implementing new digital devices that will be needed by the employer. As a result, the student got new knowledge and as the future worker has participated in the development of future work tools, expressing an opinion on their added value in practice. [For the complete proceedings, see ED600498.]
Coding and Computational Thinking with Arduino
Author: Rossano, Veronica
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Coding,Computation,Problem Solving,Computer Software,Learning Activities,Middle School Students,Computer Science Education,Foreign Countries,Mathematics,Programming,Outcomes of Education

The Computational Thinking recently has been recognised as one of the basic knowledge to be developed since childhood. Coding and computers are not just programming, but tools that help students to develop problem solving skills and more deep understand of the way things work. For these reasons, great attention has been focused on this topic both from a pedagogical and technological point of view. In this paper, a first approach to Computational Thinking using Arduino is presented. To this end, some learning activities have been designed to introduce middle school students, without any experience in coding, to the process of building the algorithm from simple exercises to more complex tasks. The pilot test involved 25 subjects, many of them do not like to study mathematics, science and technology, but the results were promising. The approach was appreciated by the students and the results of the questionnaires confirmed the learning effectiveness too. [For the complete proceedings, see ED600498.]
Problem-Based Learning and Computer-Based Scaffolds in Distance Education
Author: Moallem, Mahnaz
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Problem Based Learning,Scaffolding (Teaching Technique),Distance Education,Student Projects,Case Method (Teaching Technique),Inquiry,Design,Computer Assisted Instruction,College Students

What effects does PBL have on student learning outcomes, knowledge acquisition, and higher order thinking skills? This question continues to influence the adoption and implementation of problem-based learning (PBL) since its inception. The answer to this overarching question is still lacking. This chapter responds to this question by first analyzing and synthesizing the literature regarding the factors that influence the effectiveness of PBL to identify questions that designers and researchers should ask about results of learning. It then explores important characteristics of PBL compared with its analogous pedagogies and approaches of project-based learning, case-based reasoning, inquiry-based learning, learning design and/or design thinking in an effort to understand how features of each approach influence the effectiveness of learning outcomes. Further, the chapter examines how PBL approaches and pedagogies define learning outcomes and how various learning outcomes are measured. Finally, the chapter offers a synthesis of research on the effectiveness of PBL and recommendations for the future researchers and designers. [For the complete proceedings, see ED600498.]
Problem-Based Learning in the Digital Age
Author: Kolbaek, Ditte
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Based Learning,Student Projects,College Students,Blended Learning,Educational Technology,Technology Uses in Education,Cooperative Learning,Masters Programs,Graduate Students,Computer Mediated Communication,Communities of Practice

Problem-based and project-organized learning (PBL) was originally developed to facilitate collaboration between physically present students; however, due to digitalization, collaboration, dialogues, and other PBL activities should take place online as well. With a theoretical point of departure from Dewey and a methodological point of departure from netnography, this study focused on a blended learning module at Aalborg University, where teaching is based on PBL. A primary research question was investigated: &quot;How can IT support collaborative learning among learner communities in a PBL Master's program at Aalborg University?&quot; The ways teachers and groups of students could benefit from utilizing IT as a platform for learning were examined. Netnography was the chosen methodology, and the data consisted of the course materials, the reflections, and the dialogues available online. The study showed that including more students allows for more discussions and reflections than including fewer students given teachers describe the task thoroughly and support the online dialogue. In addition, online collaboration allows students to return to the dialogue and re-use it as a resource for their dissertations, teachers can benefit from the online reflections and discussions to improve the educational design of the course, and researchers can obtain rich data from online reflections and dialogues. [For the complete proceedings, see ED600498.]
Gamified Micro-Learning for Increased Motivation: An Exploratory Study
Author: Halbach, Till
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Middle School Students,Grade 6,Grade 7,Educational Games,Educational Technology,Computer Oriented Programs,Handheld Devices,Learning Motivation,Academic Achievement,Discovery Learning,Reading Difficulties,Reading Instruction

This work investigates in how far gamification and micro-learning, implemented by the novel technologies H5P and xAPI, are suitable to increase the motivation and learning performance of pupils with cognitive and behavioral challenges. The context for the field trials is the Norwegian SOL framework (short for Systematic Observation of Reading) in 6th and 7th grade. The results show that, albeit there are technical deficiencies, the technology is well suited for crafting engaging learning experiences. The prototype developed in the course of the project is capable of assessing task fidelity and pupil performance. With the proper statistical analysis, it can be a valuable ingredient for useful teacher assets such as monitoring tools. [For the complete proceedings, see ED600498.]