ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Enhanced Analytics (TEA) in Higher Education
Author: Daniel, Ben Kei
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Data Analysis,Higher Education,Data Collection,Foreign Countries,Vignettes,Educational Research,Databases,Information Technology,Progress Monitoring,Performance,Barriers,Technology Uses in Education

This paper examines the role of Big Data Analytics in addressing contemporary challenges associated with current changes in institutions of higher education. The paper first explores the potential of Big Data Analytics to support instructors, students and policy analysts to make better evidence based decisions. Secondly, the paper presents an institutional framework for exploring Big Data at the University of Otago in New Zealand. Thirdly, a series of use-case scenarios are presented to demonstrate the benefits of Big Data in Higher Education, and some of the challenges associated with implementation. Finally the paper concludes by outlining future directions relating to the institutional project on Big Data at the University of Otago. [For full proceedings, see ED557168.]
Use and Production of Open Educational Resources (OER): A Pilot Study of Undergraduate Students' Perceptions
Author: Hew, Khe Foon
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Resources,Pilot Projects,Undergraduate Students,Open Source Technology,Asians,Student Attitudes,Technology Uses in Education,Use Studies,Questionnaires,Usability,Relevance (Education),Likert Scales,Foreign Countries

Open education resources (OER) may be defined as any digital materials designed for use in teaching and learning that are openly available for use by educators and students, without an accompanying need to pay royalties or license fees. Hitherto, research on students' use of OER has been mainly limited to those in Western countries, mainly in the USA. Research on other students' use of OER such as those from Asian Pacific countries has been lacking. In this study, we attempt to fill this gap by exploring a class of Asian undergraduates' views about the use and production of OER. A total of 25 students who were enrolled in an education course at a university in Singapore completed a questionnaire. Results showed that half the respondents used OER to either quite or a great extent. The most common type of OER used was Youtube followed by iTunes (e.g., iTunes U). Respondents attributed more weightage to the reputation of an institution or organization rather than the individual creator with regard to the production of OER. Results also suggested that respondents were generally OER &quot;lurkers&quot;--individuals who tend to take free open education content for their own use but are not willing to produce these resources for others to use. The most significant barriers to producing OER were &quot;lack of skills&quot;, followed by &quot;lack of subject knowledge&quot;. The least significant barrier reported by the respondents was &quot;lack of interest&quot;. [For full proceedings, see ED557168.]
Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution
Author: Mahalingam, Sheila
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Electronic Learning,Higher Education,Computer Security,Models,Reliability,Satisfaction,Student Attitudes,Credibility

M-Learning has a potential to improve efficiency in the education sector and has a tendency to grow advance and transform the learning environment in the future. Yet there are challenges in many areas faced when introducing and implementing m-learning. The learner centered attribute in mobile learning implies deployment in untrustworthy learning environment, which introduces high mobile threats. Security is an unfocused issue even though statistically proven that threats are increasing each day on mobile application and ensemble devices. The research question deals with how a security conceptual model could be derived and constructed to address the mentioned threats without introducing high security gadgets or restraining the mobile learners' performance. Available literature has been studied; revised and discussed .The salient characteristics as well as the drawbacks of current countermeasures were explored. The model is based on the definition of dependability with security integration and a dynamic mobile learner's satisfaction in security trustworthiness was defined. This study however selected to focus on mobile technology threat and vulnerabilities along with the solutions and countermeasures to be viewed with appropriate guidelines, awareness, standards and best practices. The findings in this study therefore represent a multiple view of mobile learners' trustworthiness in a m-learning environment. The model was constructed to be compatible to be efficient and competent, giving the m-learning users insight into potential security threats as well as tools for maximum protection against malicious and non malicious attack. [For the complete proceedings, see ED557171.]
Teaching 21st Century Competencies: Lessons from Crescent Girls' School in Singapore
Author: Trinidad, Gucci
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Females,Single Sex Schools,Teaching Methods,Case Studies,High School Students,Secondary School Teachers,Faculty Development,Competence,Cooperation,Problem Solving,Relevance (Education),Innovation,Knowledge Level,Information Technology,Technological Literacy,Communication Skills,Self Management,Science Teachers,Mathematics Teachers,Program Effectiveness,Workshops,Grade 9,Grade 7

This paper presents case studies of two teachers at Crescent Girl's School (an all-girls high school in Singapore) who implemented strategies learned through a teacher professional development program called 21st Century Learning Design (21CLD). Policymakers often state requirements for teachers to focus on 21st century (21C) competencies without providing them with the necessary pedagogical support and training needed to support students in developing these competencies. 21CLD fills this gap by offering concrete rubrics, definitions and examples in six &quot;dimensions&quot; that each relate to a 21C competency--collaboration, real-world problem-solving and innovation, knowledge construction, use of information and communication technologies (ICT) for learning, skilled communication, and self-regulation--to support teachers as they build these ideas into their lessons. In this paper we provide evidence of the influence of 21CLD on two teachers' instructional practice. The first case study describes a science teacher's experience using the 21CLD frame to revise a lesson to focus more deeply on developing students' collaboration skills. The second case study highlights a mathematics teacher's experience with developing and implementing a new mathematics lesson to develop students' real world problem-solving skills. These case studies highlight the valuable role that 21CLD has played in enhancing teachers' instructional practice by providing a common language and understanding of 21C competencies, and supporting a vibrant and dynamic professional learning community. [For full proceedings, see ED557168.]
Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning
Author: Finger, Glenn
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,Preservice Teacher Education,Teacher Education Programs,Information Technology,Technological Literacy,Technology Uses in Education,Educational Technology,Pedagogical Content Knowledge,Teacher Competencies,Electronic Learning,Self Esteem

In Australian Higher Education, the importance of initial teacher education (ITE) programs is evident through enrolments totalling 105 858 students in the broad field of Education in 2012 (DIISRTE, 2012) which represent 9.7% of the 1 094 672 students enrolled in higher education. This paper provides insights into the &quot;Teaching Teachers for the Future (TTF) Project&quot; involving all Higher Education Institutions (HEIs) which provide ITE programs in Australia. The 15 month long, $8 million TTF Project, funded by the Australian Government's ICT Innovation Fund aimed to develop the ICT capabilities of future teachers. The design of ITE programs need to build the capabilities of future teachers to be effective within increasingly eLearning environments in schools. Central was the use of the Technological Pedagogical Content Knowledge (TPACK) conceptualisation (Mishra &amp; Koehler, 2006) for teacher educators to build pre-service teachers' TPACK confidence and capabilities to enhance eLearning approaches with their students. Key findings from the TTF Project indicate that the TPACK conceptualisation and the Australian Institute for Teaching and School Leadership's &quot;ICT Elaborations for Graduate Teacher Standards&quot; (AITSL, 2011a) can inform the design of ITE programs in preparing future teachers for using ICT to support teaching and to support student learning. [For full proceedings, see ED557168.]
How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan
Author: Liu, Eric Zhi-Feng
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Electronic Publishing,Web Sites,Factor Analysis,Content Analysis,Multivariate Analysis,Qualitative Research,Computer Mediated Communication,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,College Faculty,Classification

The development of Web 2.0 has ushered in a new set of web-based tools, including blogs. This study focused on how teachers use and manage their blogs. A sample of 165 teachers' blogs in Taiwan was analyzed by factor analysis, cluster analysis and qualitative content analysis. First, the teachers' blogs were analyzed according to six criteria (total posts, article category, links, page score, index score, and influence score). Then, important factors that influence teachers' use of blogs were summarized using factor analysis. Finally, cluster analysis was used to divide the sample into groups of similar blogs. Four groups were identified: the general group, the outstanding group, the high-impact group and the high-knowledge management/sharing group. Further content analysis of these four teacher groups will provide suggestions for teachers and teacher educators on more beneficial uses of blogs. [For full proceedings, see ED557168.]
An Ontology for Software Engineering Education
Author: Ling, Thong Chee
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Computer Software,Engineering,Engineering Education,Knowledge Management,Higher Education,College Students,Curriculum Development

Software agents communicate using ontology. It is important to build an ontology for specific domain such as Software Engineering Education. Building an ontology from scratch is not only hard, but also incur much time and cost. This study aims to propose an ontology through adaptation of the existing ontology which is originally built based on a qualification framework. &quot;Descriptor Defining Levels in the European Qualification Framework&quot; (extracted from: Cassel et. al., 2007) is appended. [For full proceedings, see ED557168.]
M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship
Author: Cortés, Carlos Manuel Pacheco
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Apprenticeships,Relevance (Education),Literature Reviews,Technology Education,Electronic Learning,Usability,Program Implementation,Educational Technology,Management Information Systems,Progress Monitoring

The following study consists on comparative literature review conducted by several researchers and instructional designers; for a wide comprehension of Mobile-Learning (abbreviated &quot;M-Learning&quot;) as an educational platform to provide &quot;anytime-anywhere&quot; access to interactions and resources on-line, and &quot;Technological Literacy&quot; (TL), as a potential outcome of Technology Education (the study of Technology). The similarity between M-Learning and &quot;M-Education&quot; might be confusing, in another way, here is explained the difference regarding both. Most of the theory developed on M-Learning was conceived in English, as digital resources of public dominion; however, there is a mention for skills applied by students to use mobile devices, originally conducted in Spanish. The method implemented is deductive/inductive reasoning: Boolean data type. The purpose for this study is to merge it with subsequent investigations, and linking the most outstanding concern with a common dissertation. [Support for this study has been provided by the Institute of Education, as a part of the Faculty of Social Sciences and Education at the University of Tartu, in the Republic of Estonia. For the full proceedings see ED557171.]
Strategic Audit and Marketing Plan
Author: Wright, Lianna S.
Date: 2013-03-17
Type: Reports - Research
Subjects: Student Recruitment,Audits (Verification),Proprietary Schools,Interviews,Enrollment,Online Courses,Educational Finance,Grants,Partnerships in Education,Vocational Education,Professional Development,Professional Development Schools,Allied Health Occupations Education,Foreign Students,English (Second Language),Second Language Instruction

The purpose of this audit was to revise the marketing plan for ADSum Professional Development School and give the owner a long-term vision of the school to operate competitively in the crowded field of for-profit schools. It is fairly simple to create a strategic plan but harder to implement and execute. Execution requires weeks and months of research, planning, and hiring and monitoring of qualified personnel. The strategic audit for AdSum involved interviews with the owner, Professor Yin Kean, and analyzes what she has accomplished thus far with strategy, marketing, and enrollment. The hope is that this strategy audit will be a comprehensive blueprint she can use going forward to accomplish (a) attracting and enrolling students to her online classes, (b) attracting start-up money and/ or support from partners and grant sponsorship, ( c ) marketing, and ( d ) if necessary, expanding the course offerings. For the purposes of this report vocational education, professional development schools and schools will be used interchangeably to define non-credit, technical training schools. Vocational education is defined as business, vocational, technical, secretarial, trade, or correspondence courses which are not considered regular colleges and are not recreational or adult education classes. Data used from college enrollment are used only to show a trend in online enrollment. Results: Results indicate that AdSum Professional Development School is in a crowded field of for-profit schools and is losing student population because of dormant marketing plans. The owner was presented with a comprehensive and updated marketing plan to help boost student enrollment and position the school for the competitive for-profit market.
Improving History Learning through Cultural Heritage, Local History and Technology
Author: Magro, Graça
Date: 2014-00-00
Type: Reports - Research
Subjects: Local History,History Instruction,Learning Processes,Technology Uses in Education,Heritage Education,Cultural Education,Grade 7,Discovery Learning,Cooperative Learning,Handheld Devices,Geographic Information Systems,Map Skills,Active Learning,Student Projects,Foreign Countries,Teaching Methods

History learning is many times considered dull and demotivating by young students. Probably this is due because the learning process is disconnected from these students' reality and experience. One possible way to overcome this state of matters is to use technology like mobile devices with georeferencing software and local history and heritage sources in a collaborative experimental approach to learning historical concepts of the traditional curriculum. This paper describes a study that has been done with a classroom of 7th graders in the scope of the History discipline and that combines the mentioned ingredients to foster history learning and interest. [For the complete proceedings, see ED557171.]
A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences
Author: Rattanarungrot, Sasithorn
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Handheld Devices,Electronic Learning,Learning Experience,Educational Experience,Computer System Design,Courseware,Educational Environment,Virtual Classrooms,Educational Technology,Computer Simulation,Educational Practices

This paper describes the design of our service-oriented architecture to support mobile multiple object tracking augmented reality applications applied to education and learning scenarios. The architecture is composed of a mobile multiple object tracking augmented reality client, a web service framework, and dynamic content providers. Tracking of multiple real objects and retrieval of associated multiple media contents allows more complex augmented reality learning scenarios to be constructed that could improve students' knowledge and learning strategies on a mobile platform. It also allows students to create their own augmented reality learning environments and select preferences from acquired digital contents based on multiple object real scenes. Mobile users are able to request contextual digital contents from web service providers to augment these multiple objects in the real world. The digital contents are generally dynamically acquired digital media, e.g. 3D models, images, textual descriptive data, metadata, multimedia or even social media data. New digital contents for augmenting the real world are acquired through a service-oriented approach by accessing any appropriate web services to deliver that content to the augmented learning environment. [For the complete proceedings, see ED557171.]
Coordinating Multiple Representations in a Reform Calculus Textbook
Author: Chang, Briana L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Calculus,Textbooks,Teaching Methods,Mathematics Instruction,Task Analysis,Incidence,Graphs,Equations (Mathematics),Mathematical Concepts,Content Analysis,Algebra,Coding,Interrater Reliability

Coordination of multiple representations (CMR) is widely recognized as a critical skill in mathematics and is frequently demanded in reform calculus textbooks. However, little is known about the prevalence of coordination tasks in such textbooks. We coded 707 instances of CMR in a widely used reform calculus textbook and analyzed the distributions of coordination tasks by chapter and for the type of task demanded (perception vs. construction). Results suggest that different coordination tasks are used earlier and later in learning and for different topics, as well as for specific pedagogical and scaffolding purposes. For example, the algebra-to-text coordination task was more prevalent in the first chapter, suggesting that students are being eased into calculus content. By contrast, requests to construct graphs from algebraic expressions were emphasized in later chapters, suggesting that students are being pushed to think more conceptually about functions. Our nuanced look at coordination tasks in a reform textbook has implications for research in teaching and learning calculus. [At time of submission to ERIC this article was in press with &quot;International Journal of Science and Mathematics Education.&quot;]
The Theory Paper: What Is the Future of Mobile Learning?
Author: Traxler, John
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Educational Theories,Educational Practices,Commercialization,Educational Development,Educational Trends,Higher Education,Global Approach,Politics of Education

Mobile learning is often described as ubiquitous, pervasive, accessible, and transparent. It has been seen as providing opportunities for those who could not previously cross existing digital divides-though it of course may create new ones. Yet, some work in the field lacks sufficient and appropriate grounding in theory to effectively address such needs. Theory determines what we observe, how we observe it, and what we deem valuable. Theory has power; it can affect how people live and how they view the world. In the case of mobile learning, it can affect how people access and interact with the world. In order to ensure adequate access to knowledge and resources, we must fight against uncritical, clichéd theory and against naïve or tacit theory, and consider the exploration of theoretical perspectives outside the dominant modernist Western-European perspectives and perhaps outside those of late-global capitalism. Research and practice needs to be grounded in well considered theoretical perspectives that take into account the local and the global; the overly represented and the excluded; the global South and the global North. In this paper, we argue for an ongoing and increasingly sensitive role for researchers and theoreticians as well as a reexamination of extant theories in mobile learning. [For the full proceedings, see ED557171.]
A Review of Integrating Mobile Phones for Language Learning
Author: Darmi, Ramiza
Date: 2014-00-00
Type: Reports - Research
Subjects: Telecommunications,Handheld Devices,Statistical Analysis,Vocabulary Development,Computer Software,Databases,Second Language Learning,Second Language Instruction,Teaching Methods,Language Skills,Mixed Methods Research,Qualitative Research,Literature Reviews

Mobile learning (m-learning) is gradually being introduced in language classrooms. All forms of mobile technology represent portability with smarter features. Studies have proven the concomitant role of technology beneficial for language learning. Various features in the technology have been exploited and researched for acquiring and learning languages. This paper presents a review of empirical studies on the integration of mobile phones in language learning contexts published from 2004 to 2013, a total of ten years. Studies on m-learning for languages were located and retrieved using Google Scholar and library databases. Thirty-three (33) studies were analysed using Nvivo software. The main findings include: (a) Japan as the country which contributed the most studies employing mobile phones; (b) tertiary learners are the most prolific participants of studies; (c) vocabulary is the most popular language area learnt on mobile phones; and (d) quantitative is the most popular research design chosen. The list of the studies is not exhaustive and comprehensive; but it supports the potential of integrating mobile phones as a learning tool to enhance language learning. [For the complete proceedings, see ED557171.]