ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Development and Implementation of Online Courses: A Student&apos;s Perspective
Author: Benson, Damien D.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Online Courses,Higher Education,Student Attitudes,Undergraduate Students,Educational Technology,Technology Uses in Education,Online Surveys,Likert Scales,Generational Differences,Enrollment Trends,Student Characteristics,Faculty Development,Teacher Competencies,Teacher Responsibility,School Policy

As distance education continues to be utilized by higher learning institutions, many struggle in knowing how to effectively utilize tools for the benefit of the students, faculty and staff facilitating online courses, distance education departments, and the university as a whole. This paper will highlight survey and interview results from students, professors, and instructional technologists from four public southeastern United States universities centered on how online learning affects the varying levels of a specific university located in the southeastern United States. Current and future issues that and potential solutions to counteract these obstacles will also be provided. Moreover, strategies will be proposed regarding improving the institutional effectiveness of distance education by specifically tailoring approaches to the culture and the strategic direction of the institution. In order to provide a first-person narrative from a student's perspective, these results and recommendations are discussed through the lens of an undergraduate student. [For the full proceedings, see ED575713.]
A Pilot Study on Concurrent Learning/Teaching Model (CLTM) for Online and In-Class Informatics Students
Author: Liu, Feng
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Teaching Models,Pilot Projects,Nontraditional Students,Information Science,Online Courses,Educational Quality,Educational Environment,Blended Learning,Curriculum Development,Curriculum Design,Curriculum Implementation,Course Evaluation,Instructional Development,Computer Science Education,College Programs

The Informatics program at Mercer University is offered at four regional academic centers located throughout the state of Georgia. We serve non-traditional students who have primary responsibilities such as caring for family, working, and participating in their communities. We aim to offer availability and access to all required courses, access to full-time faculty instruction, and a realistic schedule to graduation. We face two challenges. One is how to operate multiple courses with limited faculty members while maintaining the minimum operation cost. We are offering online education as one possible solution and this has its own challenges. Subsequently, our second challenge is how to deliver the same quality in-class learning environment in an online format for a course in the technology domain. This past year, Informatics faculty conducted a pilot study on concurrent learning environments for online and in-class Informatics students. Surprisingly, 73% of students favor the concurrent online learning environment. In this paper, we describe the planning, designing, implementation and assessment of the first pilot of our concurrent learning/teaching model. [For the full proceedings, see ED575713.]
Transitioning to the Polytechnic: The Game Development Aspect
Author: Gusev, Dmitri A.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Undergraduate Study,Programming,Technology,Games,Design,Spatial Ability,Geometric Concepts,Animation,Teaching Methods,Student Projects,Teamwork,Computer Science Education,Video Games,Computer Software

Facing the need to introduce new approaches to teaching the art of programming to undergraduate Computer and Information Technology (CIT) students as part of the transition of the former Purdue College of Technology to the novel concept and status of Purdue Polytechnic, we came up with the idea of offering a pilot 300-level course entitled &quot;Introduction to Game Development.&quot; This course was taught by one of the co-authors in Spring 2015, just before our statewide site was renamed to Purdue Polytechnic Columbus, and then again in the Fall of 2016, this time with a project aimed at creating a virtual reality (VR) application. In addition to the fundamentals of game programming, the pilot course addressed the essential aspects of game design, 3D art, and computer animation for games. In this paper, we will discuss how the two offerings of the course progressed, the course structure, the choice of tools and equipment, team project outcomes, the lessons learned, and our plans for the future work aimed at further development of our capability to reach the goals of the Polytechnic by having students improve their programming and teamwork skills via game development, an educational and fun activity. [For the full proceedings, see ED575713.]
Big Data and Knowledge Management: A Possible Course to Combine Them Together
Author: Hijazi, Sam
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Knowledge Management,Data,Interdisciplinary Approach,Unified Studies Curriculum,Integrated Curriculum,Relevance (Education),Models,Educational Practices,Educational Technology,Higher Education

Big data (BD) is the buzz phrase these days. Everyone is talking about its potential, its volume, its variety, and its velocity. Knowledge management (KM) has been around since the mid-1990s. The goals of KM have been to collect, store, categorize, mine, and process data into knowledge. The methods of knowledge acquisition varied from organizational culture to the next. Typical processes converted data into information through traditional databases and then applied business intelligence and data mining methodologies to extract knowledge. With the recent arrival of big data as a disruptive technology and the center of big data, this paper attempts to combine KM and BD fields together. Both areas could help each other tremendously. KM historically, when applied correctly, has helped managers to make decisions faster and better, prevented reinventing the wheel, preserved some talented processes through keeping track of best practices, and prompted innovation due to knowledge sharing and dissemination. BD deals with massive amount of data and does not require a traditional database to be effective. BD has its tools and requirement that can be enhanced through KM. The final aim of this paper is to recreate a model where both big data and knowledge management coexist. The author hopes with a better understanding of both fields to develop a new course where the focus is a productive intersection of knowledge management and big data. To keep up with changing times, this paper will bring the needed awareness of these fields for information systems and business students. [For the full proceedings, see ED575713.]
Perspectives on the Past, Present, and Future in Computer-Related Areas as They Impact Academia, Business, and Other Areas
Author: Snyder, Robin M.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Computer Science,Computer Software,Information Technology,Information Systems,Science Education History,Educational Needs,Educational Trends,Science and Society,Problem Solving,Interdisciplinary Approach,Technological Advancement,Statistics,Business

The author has attended and presented at most ASCUE meetings since 1994, and has worked professionally in research and development, industry, military, government, business, and private and public academia--moving between computer science, software engineering, and business fields at both the undergraduate and graduate level, and even running academic computing for a few years. This paper/session will present/discuss definitions, implications, and relationships of and between the areas of computer science, software engineering, information technology, and business information systems. Included will be perspectives of the history of the past, specific needs of the present, and general directions and predictions of the future, and the implications to academia, business, and other areas. [For the full proceedings, see ED575713.]
Upholding Accessibility Standards When Selecting Tech Tools
Author: Whetstone, Kimarie W.
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Literature Reviews,Online Courses,Electronic Learning,Media Selection,Instructional Material Evaluation,Educational Technology,Guidelines,Accessibility (for Disabled),Delivery Systems,Selection Criteria,Educational Environment,Higher Education,Disabilities,Federal Legislation

Research-supported guidelines to assist faculty with finding and evaluating online course tools and media that are accessible to learners taking online college courses in the United States are not generally available. The recent refresh to Section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. § 794(d)) provides justification for educators to uphold accessibility standards by selecting from the outset, online course tools and media that are accessible to all learners, including learners with disabilities. Through a review of the literature, this paper will provide research-supported guidelines for faculty for finding and evaluating online course tools and media that are accessible to learners taking online college courses in the United States. [For the full proceedings, see ED575713.]
ASCUE 2067: How We Will Attend Posthumously
Author: Fulbright, Ron
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Conferences (Gatherings),Attendance,Death,Artificial Intelligence,Technological Advancement,Natural Language Processing,Data Analysis,Futures (of Society),Educational Trends,Computer Simulation,Man Machine Systems,Augmentative and Alternative Communication

The ASCUE conference is celebrating its 50th anniversary this year making me wonder if we will be able to attend the 100th conference in 2067. By then, many of us may very well be biologically deceased. However, there is technology currently in development making it possible for a digital version of ourselves to attend not only the 2067 conference but also all future ASCUE conferences even after our biological bodies have expired. A new class of computer system able to perform human-level cognition, called cognitive systems is under development. When combined with advances in deep learning, natural language understanding, and big data analysis, a kind of intelligent virtual digital assistant we call a &quot;cognitive colleague&quot; will emerge. This type of cognitive system augments human intelligence by serving as the human's colleague and confidant for years, even decades. The next generation of researcher may engage with one or more of these cogs while developing his or her contributions. This makes the cog an immortal partner able to outlive its human collaborator. Imagine attendees in 2067 interactively conversing with our cogs that were right there with all of us great minds throughout the remainder of our careers. [For the full proceedings, see ED575713.]
Polytechnic: Taking the Plunge
Author: Swanson, Dewey
Date: 2017-06-00
Type: Speeches/Meeting Papers
Subjects: Technology Education,Skill Development,Active Learning,Information Technology,Computer Science Education,Programming,Databases,Curriculum,STEM Education,Educational Change,Higher Education

The Purdue Polytechnic Institute was created two years ago from the former College of Technology. This was more than a name change; it represented a transformation which will have an impact not only the curriculum, but on learning, and teaching methods. Students need technical skills but they must also be able to collaborate, be problem solvers, and develop communication skills that employers are looking for. In order to develop these skills, the emphasis is on employing active learning, with more student-centered experiences and integrating the humanities throughout the college experience using a team teaching based approach. At our statewide site in Columbus, last fall we took the plunge! In the Computer and Information Technology (CIT) curriculum the students take CNIT 255 Object Oriented Programming and CNIT 272 Database Fundamentals. In the past these classes have been taught independently. This past fall we developed an integrated team project that involved important components from the programming and database classes. In this paper we will discuss the goals of the Polytechnic and how we have incorporated those concepts into our class and how we plan to proceed from here in our future efforts. [For the full proceedings, see ED575713.]
Building Vocabulary Knowledge in Preschoolers through Shared Book Reading and Gameplay
Author: Hassinger-Das, Brenna
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Children,Vocabulary Skills,Educational Games,Vocabulary Development,Intervention,Reading Programs,Emergent Literacy,Receptive Language,Expressive Language,Pretests Posttests,Comparative Analysis,Preschool Education

This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four-year-olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after-reading vocabulary review, and game that did not teach vocabulary). After two 30-min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group. [This paper was published in &quot;Mind, Brain, and Education,&quot; (EJ1108482).]
The Assessment on the Application of School Administrator Selection in Turkey Related to Competency and Career Principles of Human Resource Management
Author: Özyildirim, Gülnar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Administrators,Personnel Selection,Administrator Qualifications,Competence,Human Resources,Labor Force Development,Evaluation Methods,Semi Structured Interviews,Content Analysis,Phenomenology,Qualitative Research,Administrator Attitudes

Administrators are the most responsible people for achieving goals of educational institution. That administration fulfills schools' aims effectively and efficiently depends on whether administrative functions are carried out according to scientific principles. The aim of the study was the assessment on school administrators' selection done as part of the last regulation, published on 10th June 2014 and related to administrators' assignments of educational institutions depended on National Education Ministry according to expediency of competency and career which are principles of human resources management. The data, collected from nineteen school administrators, vice-principals and teachers who participated in the oral the exam conducted as part of this regulation with a semi-structure interview form, were analyzed with the help of content analyses method. As a result, most of the participants stated that it wasn't acted appropriately enough for the principles of competency and career principles except for access to the exam. Field experts should select school administrators by taking into consideration principles of human resources management.
Iranian Male and Female EFL Teachers&apos; Attitudes toward Intercultural Education: Teaching L2 and Transfer of Culture
Author: Badrkhani, Parisa
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Attitudes,Computer Software,Likert Scales,Cultural Awareness,Questionnaires,Gender Differences,History,Knowledge Base for Teaching,Intercultural Communication,Communicative Competence (Languages),Profiles,Statistical Analysis

In a Learning English as a Foreign Language (EFL) setting, it is not enough to teach a language without considering that language's culture. EFL teachers should recognize that students are the future's international communicators therefore, it is essential to teach culture and language simultaneously. In this study, Marx and Moss (2011) My Cultural Awareness Profile (My Cap) questionnaire was conducted to collect the current research's data, which is regarded as the teacher's cultural awareness. 120 Iranian English teacher's (41 males and 79 females) were selected to respond this survey questionnaire. The questionnaire reflects Iranian EFL teachers' attitudes, understanding and tendency toward the cultural awareness in the teaching context. Teachers responded to both multiple choice and open-ended questions. Multiple-choice questions are based on the Likert Scale. Each dimension's frequency calculated by IBM SPSS software version 24. Therefore, teacher's attitudes and tendency toward each dimension is separately reflected. The results showed that the Iranian male EFL teachers have more opportunities to communicate with people from the other cultures than the female teachers do. EFL male teachers claimed that they have difficulty in finding global subjects that they plan to each. Female EFL teachers said that they have more knowledge about Iranian customs while males claimed that they have more information about the Iranian history.
Leveled Literacy Intervention. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Literacy Education,Intervention,Reading Difficulties,Reading Instruction,Phonological Awareness,Phonics,Reading Fluency,Vocabulary Development,Reading Comprehension,Oral Language,Writing Skills,Teaching Methods,Beginning Reading,Kindergarten,Grade 1,Grade 2,Primary Education,Randomized Controlled Trials,Program Effectiveness,Reading Achievement,Alphabets,Emergent Literacy,Reading Tests,Elementary School Students

&quot;Leveled Literacy Intervention&quot; (&quot;LLI&quot;) is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing. &quot;LLI&quot; helps teachers match students with texts of progressing difficulty and deliver systematic lessons targeted to a student's reading ability. The What Works Clearinghouse (WWC) identified two studies of &quot;LLI&quot; that fall within the scope of the Beginning Reading topic area and meet WWC group design standards. Two studies meet WWC group design standards without reservations, and no studies meet WWC group design standards with reservations. Together, these studies included 747 students in grades K-2 in 22 schools in three school districts across three states. &quot;LLI&quot; had positive effects on general reading achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for beginning readers.
Forum Guide to Education Data Privacy. NFES 2016-096
Author: National Forum on Education Statistics (ED)
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Privacy,Confidentiality,Case Studies,Risk Management,Legal Responsibility,Laws,Information Security,Information Management,Information Dissemination,Directories,Student Rights,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Health Insurance,Lunch Programs,State Legislation,Student Records,Parent Rights

The National Forum on Education Statistics (Forum) organized the Education Data Privacy Working Group to explore how state and local education agencies (SEAs and LEAs) can support best practices at the school level to protect the confidentiality of student data in day-to-day instructional and administrative tasks. Many of the best practices applicable at the school level may also be helpful in protecting student data at the SEA and LEA levels. The Working Group created this guide in order to highlight common privacy issues related to the use of student data and present basic approaches to managing those issues. The U.S. Department of Education's Privacy Technical Assistance Center (PTAC) offers legally authoritative resources on education data privacy. The information presented in this guide is based largely on the collective experience of the members of the Forum. To illustrate the situations that occur in schools and education agencies, the Working Group developed a number of case studies. Each case study includes a description of the potential risk as well as various approaches that can be used to minimize the risk. The case studies are included in Chapter Two of the guide. In order to provide the necessary context for understanding the case studies, Chapter One of the guide presents an overview of important legal and procedural privacy concepts. The Appendices include references used in preparing the paper, additional resources, and sample privacy-related documents from districts. This guide was developed primarily as a resource for LEAs and SEAs to use in assisting school staff in protecting the confidentiality of student data. Education agencies may find the guide useful in developing privacy programs and related professional development programs. A listing of related resources, and sample documents are provided.
Social Success and Happiness in Korean Higher Education
Author: Lee, Jeong-Kyu
Date: 2017-08-09
Type: Reports - Research
Subjects: Foreign Countries,Psychological Patterns,Success,Higher Education,Confucianism,Asian Culture,Cultural Influences,Social Influences,Academic Achievement,Economic Factors,Power Structure,Access to Education,Content Analysis

This paper discusses the relevance between social success and happiness in Korea from the perspective of Korean higher education. To review this study systematically, three research questions are stated. First of all, what is social success? Second, is social success able to provide happiness for us? Last, what is the relevance between social success and happiness in terms of Korean higher education? To defend the questions, the researcher uses a content analysis method with a cross cultural approach. As for the limitations of the study, social success is focused on the lenses of social, econo-political, and educational aspects in contemporary Korean society and higher education. The significance of this study is to provide valuable resources and basic theories for global education theorists and practitioners, finding relevance between social success and happiness in Korean society and higher education.
MDRC&apos;s Career and Technical Education Projects. Issue Focus
Author: MDRC
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Trends,Educational Research,Organizations (Groups),Career Academies,Partnerships in Education,Educational Policy,Research Projects,Education Work Relationship,Career Development,Apprenticeships,Job Training,High School Students,College Students,At Risk Persons,Low Income Groups

The past decade has seen a resurgence of interest in career and technical education (CTE) as a way to engage students, help people build the skills necessary to succeed in a technologically advanced economy, and meet employer demand for workers. MDRC--which has a two-decade history of developing and evaluating CTE programs, including their landmark study of Career Academies--is partnering with over a dozen CTE programs to build evidence and inform CTE policy and practice. This brief document describes MDRC's current projects which encompass a range of employer-driven programs--including career pathways, work-based learning, apprenticeships, and sectoral training--and target everyone from high school and college students to at-risk young people and low-wage workers.