ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Online Conferences to Promote Professional Development in Africa
Author: Carr, Tony
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conferences (Gatherings),Computer Mediated Communication,Program Design,Online Systems,Delivery Systems,Faculty Development,Educational Technology,Technology Uses in Education,Communities of Practice,Social Networks,Usability,Barriers,Participant Satisfaction,Interaction

This article considers how online conferences can support professional development across Africa and reviews elements of the literatures of social learning, online professional development and online conferences. The e/merge online conference is then described in terms of design features and participation metrics. This sets context for discussion of the results of a qualitative analysis of statements by engaged online conference participants concerning the affordances of the online conference and their experiences of learning during the conference. Online conferences have become an increasingly well-accepted mode of delivery and interaction for professional development processes. This is partly driven by changing online conference designs, improved bandwidth and increasing take-up of internet services globally. The growth of online conferences is also in part a response to the travel costs, security fears, and ecological impacts related to traditional face-to-face conferences. The &quot;e/merge&quot; online conference series on the use of educational technology in Africa is an example of how online conferences can enhance professional networking and development of practitioners and researchers. Such conferences can bring together professionals with shared practices, facilitate learning at the boundaries of overlapping communities of practice and bring African and global experiences into a shared conversation about new opportunities and local contexts.
Population Invariance of Test Equating and Linking: Theory Extension and Applications across Exams. Research Report. ETS RR-06-31
Author: von Davier, Alina A., Ed.
Date: 2006-10-00
Type: Journal Articles
Subjects: Equated Scores,Statistical Analysis,Data Collection,Test Format,Item Response Theory,True Scores,Science Tests,Achievement Tests,Test Items,Advanced Placement Programs,Mathematics Tests,College Entrance Examinations,Law Schools

This report builds on and extends existent research on population invariance to new tests and issues. The authors lay the foundation for a deeper understanding of the use of population invariance measures in a wide variety of practical contexts. The invariance of linear, equipercentile and IRT equating methods are examined using data from five testing programs--AP, ACT, the College-Level Examination Program® (CLEP®), LSAT, and the College Board's SAT® (SAT). The five papers in this report address a variety of issues. The SAT paper examines the role of the anchor test in achieving population invariance of linear equatings across male and female subpopulations and test administrations. The AP paper examines IRT models applied to exams with both multiple-choice and constructed-response components. The CLEP paper investigates population invariance of the 1-parameter IRT model applied to testlet-based computerized exams. The LSAT paper extends the application of population invariance methods to subpopulations defined by geographic region, whether examinees applied to law school, and their law school admission status. Finally, the ACT paper examines the population invariance of a science test across different ability groups using IRT true and observed score equating as well as equipercentile equating methods. The papers include: (1) Population Invariance of IRT True Score Equating (Alina A. von Davier and Christine Wilson); (2) Exploring the Population Sensitivity of Linking Functions across Test Administrations Using LSAT Subpopulations (Mei Liu and Paul W. Holland); (3) Invariance of Score Linkings Across Gender Groups for Forms of a Testlet-Based CLEP® Examination (Wen-Ling Yang and Rui Gao); (4) Invariance of Equating Functions across Different Subgroups of Examinees Taking a Science Achievement Test (Qing Yi, Deborah J. Harris, and Xiaohong Gao); and (5) The Role of the Anchor Test in Achieving Population Invariance across Subpopulations and Test Administrations (Neil J. Dorans, Jinghua Liu, and Shelby Hammond). The report concludes with: (1) A Discussion of Population Invariance of Equating (Nancy S. Petersen); and (2) A Discussion of Population Invariance (Robert L. Brennan). Individual papers contain references.
Usability Assessment of Educational Software by Students: Case of &quot;?Pón-Ìm?`&quot; in Osun State, Nigeria
Author: Tijani, O. K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Courseware,Usability,Statistical Analysis,Gender Differences,School Location,Student Attitudes,Hypothesis Testing,Foreign Countries,Questionnaires,Secondary School Students,Correlation,Reliability,Efficiency,Error Patterns,Prevention

This study investigated usability of educational software: case of &quot;?pón-Ìm?`&quot; in Osun state, Nigeria. Specifically, the study investigated influences of gender and school locations on students' assessment of &quot;?pón-Ìm?`&quot; Technology Enhanced Learning System (OTELS) based on selected usability parameters. 701 students were selected from six secondary schools across the three Senatorial districts of the state. A researcher-developed instrument: Educational Software Usability Assessment Questionnaire (ESUAQ) was used for data collection. Using Pearsons Product Moment Correlation statistics, the instrument yielded reliability value of 0.87. t-test and ANOVA were used to test hypotheses one to five and six to ten respectively. Scheffe's post-hoc test was used to locate the direction of difference established in ANOVA. The study revealed that gender and school location had no significant influence on students' satisfaction with OTELS (t (666) = 1.21, p&gt;0.05., F (2, 665) = 0.436, p&gt;0.05); efficiency (t (666) = 0.68, p&gt;.05, F (2, 665) = 2.420, p&gt;0.05); retentiveness (t (666) = 1.22, p&gt;0.05, F (2, 665) = 2.792, p&gt;0.05) and error prevention (t (666) = 0.15, p&gt;0.05,). School location had significant influence on learnability of the software, F (2, 665) = 10.87, p&lt;0.05.The study recommends that Osun state government may take into account students' location when teaching them how to use the software.
An Equipercentile Version of the Levine Linear Observed-Score Equating Function Using the Methods of Kernel Equating. Research Report. ETS RR-07-14
Author: von Davier, Alina A.
Date: 2007-04-00
Type: Journal Articles
Subjects: Equated Scores,Statistical Analysis,Test Items,Test Theory,Comparative Analysis,True Scores

In the nonequivalent groups with anchor test (NEAT) design, there are several ways to use the information provided by the anchor in the equating process. One of the NEAT-design equating methods is the linear observed-score Levine method (Kolen &amp; Brennan, 2004). It is based on a classical test theory model of the true scores on the test forms to be equated and on the anchor test (Levine, 1955). The Levine linear method does not yet have an equipercentile analogue, and no version of kernel equating (KE), introduced in von Davier, Holland, and Thayer (2004b), approximates the Levine linear method. Nevertheless, the Levine observed-score equating method is often computed in practical applications for comparison purposes because it is sometimes more accurate than other linear equating methods (Petersen, Marco, &amp; Stewart, 1982). In situations when a linear equating function is not satisfactory, an equipercentile version of the Levine function may be desirable. This paper proposes a general method for constructing &quot;hybrid&quot; equating functions that combine linear and nonlinear equating functions in a systematic way that preserves the symmetry required of equating functions (Dorans &amp; Holland, 2000). The general method is then applied to combine the linear Levine observed-score equating function with a nonlinear equipercentile equating function derived using the poststratification equating (PSE) assumptions within the KE framework. An easily computed approximation to the resulting PSE-Levine equipercentile equating function is illustrated on data from a special study and compared to the results from the traditional equating functions. The special data set includes a criterion equating function, and the closeness of the PSE-Levine function to this criterion indicates that such hybrid equating functions may be useful in practice.
Benefits and Challenges of Introducing a Blended Project-Based Approach in Higher Education: Experiences from a Kenyan University
Author: Munezero, Myriam D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Benefits,Blended Learning,Extracurricular Activities,Universities,Interpersonal Competence,Job Skills,Student Projects,Teaching Methods,Foreign Countries,Problem Based Learning,Forestry,Case Studies,Computer Mediated Communication,Asynchronous Communication,Technological Literacy,Skill Development,Observation,Qualitative Research,Interviews

This article investigates a blended project-based approach that was introduced to forestry and ICT undergraduates as an extracurricular activity at the University of Eldoret, Kenya. The approach blends problem-based learning and participatory design to solve real-life forestry problems. Even though the use of the approach itself is not novel, in this article, we explore its introduction as an extracurricular activity at a university that currently follows a more traditional teaching paradigm. Using a multiple case study, the study explores the project implementation activities and student experiences in order to identify the benefits gained and challenges faced. The findings show that the used blended project-based approach results in solutions that are more contextually relevant and also equips the participating students with technical, interdisciplinary and interpersonal skills that are essential to entering the workplace which they may otherwise have not acquired from their curricula.
The Information a Test Provides on an Ability Parameter. Research Report. ETS RR-07-18
Author: Haberman, Shelby J.
Date: 2007-05-00
Type: Journal Articles
Subjects: Item Response Theory,Ability,Information Theory,Computation,Statistical Analysis,Models,Multiple Choice Tests,Licensing Examinations (Professions),Teacher Certification,Validity,Reliability

In item-response theory, if a latent-structure model has an ability variable, then elementary information theory may be employed to provide a criterion for evaluation of the information the test provides concerning ability. This criterion may be considered even in cases in which the latent-structure model is not valid, although interpretation of the criterion is more complex in this case. It is also possible to consider reliability results for inferences about the ability variable. Use of sampling to develop required parameter estimates is straightforward. Applications of the criterion in zero-, one-, and two-parameter logistic (0PL, 1PL, and 2PL) examples are provided.
Examining Test Items for Differential Distractor Functioning among Students with Learning Disabilities. Research Report. ETS RR-07-43
Author: Middleton, Kyndra
Date: 2007-11-00
Type: Journal Articles
Subjects: Test Bias,Learning Disabilities,Comparative Analysis,Academic Accommodations (Disabilities),Reading Aloud to Others,Program Effectiveness,Test Validity,Grade 4,Elementary School Students,Criterion Referenced Tests,Language Arts,Individualized Education Programs,Disabilities,Federal Legislation,Testing

This study examined whether distractor choices functioned differently for students without learning disabilities than they functioned for students with learning disabilities who received no accommodation, students with learning disabilities who received a read-aloud accommodation, and students with learning disabilities who received some form of accommodation other than read-aloud. The study's purpose was twofold: (a) to examine the results of the DDF analysis to determine whether the distractors functioned differently for the various groups of students and (b) to aid in determining whether the test may be modified for those students with learning disabilities by removing a distractor while maintaining adequate test validity and information.
The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education
Author: Bush, Drew
Date: 2016-08-00
Type: Journal Articles
Subjects: Climate,Earth Science,Curriculum Design,Science Curriculum,Instructional Design,Technology Uses in Education,Technology Integration,Partnerships in Education,Scientists,Educational Researchers,Inquiry,Science Process Skills,Critical Thinking,Skill Development,Scientific Methodology,Educational Games,Video Games,Visualization,Teaching Methods

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.
Ecosystem Services Valuation as an Opportunity for Inquiry Learning
Author: Taylor, Zachary P.
Date: 2016-08-00
Type: Journal Articles
Subjects: Ecology,Active Learning,Inquiry,Environmental Education,Earth Science,Science Activities,Science Process Skills,Hands on Science,Student Evaluation,Pretests Posttests,Teaching Methods,Instructional Effectiveness,Preferences,College Students,Science Laboratories,Sustainability,Conservation (Environment)

Teaching ecosystem services provides an ideal opportunity to use inquiry-based learning to help students make connections between ecological, geological, and social systems. The idea of ecosystem services, or the benefits nature provides to society, has emerged as a key concept in a host of environmental fields and is just beginning to gain attention within the geosciences. Although the concept has the potential to positively affect policy decisions by quantifying the economic value of ecosystem services, it has been criticized for commodifying nature and having limited engagement with geoscience perspectives. To teach ecosystem services to the next generation of geoscientists, we developed two variations of an inquiry-based learning exercise in which students used the ecosystem services approach to assign a monetary value to eight different ecosystem services generated by four ecosystems. One version of the exercise had students make these valuations in the field, whereas one was completed solely in the classroom. In both cases, the students scored significantly better on a postexercise assessment, demonstrated a deeper understanding of the ecosystem services approach, and reported that the exercise was preferable to a traditional lecture. Our data and observations also suggest that this exercise offers a great deal of flexibility and can be used in many learning environments. Geoscientists should be especially interested in integrating the concept of ecosystem services into their courses so that the next generation of geoscientists is well positioned to contribute to the interdisciplinary field of ecosystem services.
Experiences with Efficient Methodologies for Teaching Computer Programming to Geoscientists
Author: Jacobs, Christian T.
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Teaching Methods,Programming,Computer Science Education,Earth Science,Scientists,Academic Achievement,Scores,Feedback (Response),Student Evaluation,Evaluation Criteria,Blended Learning,Formative Evaluation,Introductory Courses,Instructional Design

Computer programming was once thought of as a skill required only by professional software developers. But today, given the ubiquitous nature of computation and data science it is quickly becoming necessary for all scientists and engineers to have at least a basic knowledge of how to program. Teaching how to program, particularly to those students with little or no computing background, is well-known to be a difficult task. However, there is also a wealth of evidence-based teaching practices for teaching programming skills that can be applied to greatly improve learning outcomes and the student experience. Adopting these practices naturally gives rise to greater learning efficiency--this is critical if programming is to be integrated into an already busy geoscience curriculum. This article considers an undergraduate computer programming course, run during the last five years in the Department of Earth Science and Engineering at Imperial College London. The teaching methodologies that were used each year are discussed, along with the challenges that were encountered and how the methodologies affected student performance. Anonymized student marks and feedback are used to highlight the discussion, and also how the adjustments made to the course eventually resulted in a highly effective learning environment.
Pilot Study Using the Augmented Reality Sandbox to Teach Topographic Maps and Surficial Processes in Introductory Geology Labs
Author: Woods, Terri L.
Date: 2016-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Simulation,Pilot Projects,Teaching Methods,Topography,Maps,Map Skills,Introductory Courses,Geology,Science Laboratories,Spatial Ability,Physical Environment,Student Attitudes,Science Activities,Preferences,Outcomes of Education,Handheld Devices,Science Process Skills,Water,Models,Misconceptions

Spatial thinking is often challenging for introductory geology students. A pilot study using the Augmented Reality sandbox (AR sandbox) suggests it can be a powerful tool for bridging the gap between two-dimensional (2D) representations and real landscapes, as well as enhancing the spatial thinking and modeling abilities of students. The AR sandbox involves a real box of sand with virtual contour lines and a water flow model created using a three-dimensional (3D) scanning camera, visualization software, and a projector. It was used in undergraduate, physical geology courses to teach topographic maps and surficial features and processes. The instructor demonstrated topographic concepts (contour lines, topographic profiles, etc.), and students engaged in model building of coastal and fluvial environments (drainage basins, cutoffs, longshore transport, sea-level rise, spits, flooding, etc.). The virtual water flow model was used to illustrate water flow dynamics on surface features. With the AR sandbox connected to a computer monitor, students could simultaneously see 3D landscapes in the sandbox and their corresponding 2D images on the monitor. Students used camera phones to capture landscape models they built and submitted them via e-mail for grading. Exit surveys indicated students were overwhelmingly positive (97%) in their perception of how the AR sandbox improved their understanding of learning objectives. They also preferred AR sandbox activities when compared to traditional laboratories that used only topographic maps. Effective classroom use of the AR sandbox required developing student-modeling exercises that took advantage of real-time feedback, virtual water, and physical modeling activities. While data are limited and more research is needed, real-time feedback on student models by both the students and the instructor suggests sandbox models are particularly useful for dispelling student misconceptions.
Building an Outdoor Classroom for Field Geology: The Geoscience Garden
Author: Waldron, John W. F.
Date: 2016-08-00
Type: Journal Articles
Subjects: Geology,Science Instruction,Foreign Countries,Simulated Environment,College Science,Outdoor Education,Experiential Learning,Student Surveys,Student Attitudes,Field Instruction,Program Effectiveness,College Students

Many geoscience educators have noted the difficulty that students experience in transferring their classroom knowledge to the field environment. The Geoscience Garden, on the University of Alberta North Campus, provides a simulated field environment in which Earth Science students can develop field observation skills, interpret features of Earth's crust in three dimensions, and discover Earth history. The garden consists of large (1-5 m) boulders and rock slabs arranged in a landscaped layout that represents the geology of western and northern Canada. The project adds a unique capability for teaching basic field skills to students in a local environment and prepares them for field courses at more remote locations. Students work in the garden in a second-year introductory structural geology class that precedes a field school. Student perceptions of the effectiveness of the installation were evaluated using surveys of students returning from field school. Initial responses were positive; students returning from field school after the introduction of the garden reported significantly greater satisfaction with their ability to collect field data.
An Entropy-Based Measure of Dependence between Two Groups of Random Variables. Research Report. ETS RR-07-20
Author: Kong, Nan
Date: 2007-05-00
Type: Journal Articles
Subjects: Statistical Analysis,Information Theory,Mathematical Logic,Validity

In multivariate statistics, the linear relationship among random variables has been fully explored in the past. This paper looks into the dependence of one group of random variables on another group of random variables using (conditional) entropy. A new measure, called the K-dependence coefficient or dependence coefficient, is defined using (conditional) entropy. This paper shows that the K-dependence coefficient is a measure of the degree of dependence of one group of random variables on another group of random variables. The dependence measured by the K-dependence coefficient includes both linear and nonlinear dependencies between two groups of random variables. Therefore, the K-dependence coefficient measures the total degree of dependence and not just the linear component of the dependence between the two groups of random variables. Furthermore, the concept of the K-dependence coefficient is extended by defining the partial K-dependence coefficient and the semipartial K-dependence coefficient. Properties of partial and semipartial K-dependence coefficients are also explored.