Educational Technology

Educational Technology

  • Stefan Svetsky added an answer:
    What topics in educational technology innovation are not focused mainly on using devices or software in the classroom?

    Are educational leaders pursuing other ways technology might influence education, such as integrating "big data" analysis to increase our understanding of how effective our educational practice is?  I'm a novice in this area, but would be interested in learning about issues such as adaptive learning, for example, but don't really know where to start. 

  • Krishnan Umachandran added an answer:
    What are the current component of CSCL framework?

    With the current existing of CSCL system, many research paper proposing the new framework used in education setting. What are the latest or updated of CSCL framwework can be used as guidance?

    Krishnan Umachandran · Professor

    Application in mobile CSCL environments.

    Technology can be either the "facilitator" or "a part of" the conversation (through flashcards, review activities, etc.). framed in adapting Computer -Supported Collaborative learning (CSCL) design.

    It is through modified ARCS model strengthening the relevance of the content to the activities and learning through additional activities

    • Attention
    • Relevance
    • Confidence
    • Satisfaction
  • Stefan Svetsky added an answer:
    What theoretical models to integrate technology in the classroom are being used to teach history?

    I am a PhD student and am interested in other theoretical models (eg, TPACK and SAMR, see link) which is evidence that are being used in the teaching of social sciences, especially in history.Can you help me?

  • Afaq Ahmad added an answer:
    eEducation - forty years of promises?
    Instructional computer programs (or the usage of computers in education) are being developed since the early ‘70s. Rapid development of Information Communication Technology, introduction of computers into schools, and daily use of computers by people of different vocation, education and age, has made education a very important field to researchers. Their main goals have been to develop programs that can teach humans and to achieve individualization of the educational process. The methods and techniques of Artificial Intelligence have been successfully used in these systems, since the end of last century. Hierarchical modeling, interoperable and reusable software components, and ontology are modeling techniques that have only recently penetrated into the eLearning. In addition, these Artificial Intelligence methods are used in new “field” I called it "eEducation", a new approach to education with the help of Information and Communication Technologies, Computer Science and Artificial Intelligence.

    Your thoughts on:

    Could we described "eEducation" = "eLearning" + "eTeaching", by this “simple” equation? Alternatively, do we need more "+"?

    Are we all (researchers, teachers and students) have succeeded in eEducation (eLearning) so far? Do "users" of eEducation (eLearning) systems are "better" than traditional students are, in a since of learning gain?

    Do we have right pedagogy (teaching methods/strategies) for eEducation (eLearning)?

    Do we have right learning strategies (models/theories) for eEducation (eLearning)?

    At the end, what is the future of eEducation (eLearning)?
    Afaq Ahmad · Sultan Qaboos University

    Dear Dr. Ljubomir Jerinic, 

    e-Education alone cannot serve the education goal. The main hurdle is soft skill training, maintenance, availability and operation management.  

  • Parag Chatterjee added an answer:
    What are the trends in virtual learning environments?
    For my research, I want to evaluate a university distance learning system
    Parag Chatterjee · St. Xavier's College, Kolkata

    In my country India, the scenario of virtual learning is quite disappointing.

    Digitized education is not a profusely used paradigm and the formal education is mostly practiced and encouraged.

    However, very recent days have seen significant efforts of the Government to introduce MOOCs conducted by the premiere national institutes (like IITs) and take other measures to make digitized education usable.

    Still a large gap in status exists between formal education and virtual learning.

    Also I personally believe that virtual learning could never be a comprehensive better choice than formal university based education.

    Yet, virtual learning needs to be introduced as an alternative entity to education basically to reach out to a larger audience.

    Regards...
    PARAG (parag2700@gmail.com)
    St. Xavier's College, Kolkata, India

  • Maud Foerster added an answer:
    What do you understand as a Personal Learning Environment (PLE) in your everyday practice?
    Recent research has brought up a number of definitions, explanations and first prototypes of a so called Personal Learning Environment (PLE). Definitions reach from a fully integrated, adaptive platform with tools to support individual cognitive processes on the one hand, to "your tablet PC and everything that can be run on it" on the other hand. While the latter one does not seem to justify a hype neither in Technology Enhanced Learning research nor in education at all, the first one did not really come to practice - as far as I know.

    Moreover, the term of an institutional PLE (iPLE) came up. This may underline the active role that educational institutions still play in providing educational technology to learners, despite all innovations of the Web 2.0 and beyond. However, I still don't know about any succesful realization of such an iPLE that is used in a university.

    What do you say: Was PLE just a hype? Are there any projects that delivered more than a prototype, any platforms that are currently used? What did you expect from a PLE that existing teaching and learning platforms do not provide? Or maybe, is PLE not the right term for what we expect from such a platform?
    Maud Foerster · High Pedagogical School Fribourg

    At the University of Fribourg (Switzerland) (in collaboration with University of Geneva), we developed many scenarios about tools and tasks of students. All these scenarios can be found here: https://ple-connect.unige.ch/. These tools (written in french for the moment) are used to help students to be more efficient and autonomous during their studies. Actually, we also propose a class to help students to improve their PLE's skills and knowledge.

    Moreover, we also did two other studies about PLE enabler, "Intégrer les Environnements d'Apprentissage Personnels (EAP) dans un environnement institutionnel" and "Looking for a platform that can be proposed to students as a PLE enabler".

    Moccozet, L., Platteaux, H., Foerster, M., &Benkacem, O. (2013). Intégrer les Environnements d'Apprentissage Personnels (EAP) dans un environnement institutionnel. Environnements Informatiques pour l’Apprentissage Humain, Toulouse 2013.

    Moccozet, L., Foerster, M., Benkacem, O. & Platteaux, H. (2014). Looking for a platform that can be proposed to students as a PLE enabler. Conference: 5th International workshop on Interactive Environments and Emerging Technologies for eLearning (IEETeL 2014), At Birmingham, UK.

  • Sandra Sinfield added an answer:
    How do we encourage students to produce more interesting/engaging presentations?
    'Death by Powerpoint' is a problem but really what are the alternatives? Prezi? Machinima?
    Sandra Sinfield · London Metropolitan University

    Jean makes such excellent points about supporting students to succeed in presentations. Imagine that we were asking students to write a sonnet or a haiku - we would definitely explain what these forms were - and we would discuss perhaps why we had asked the students to produce them - and we might even give them some tips on how to do the task well. In my practice I do something on the what, why & how of presentations (see also http://learning.londonmet.ac.uk/epacks/studyhub/presentations.html) - i do something on positive thinking (http://learning.londonmet.ac.uk/epacks/studyhub/positive.html) - and often I will do a session on collage as well -asking students perhaps to represent themselves - or a text - or 'their learning so far' - visually - in simple and easily affordable ways - to get them thinking creatively about how to visually support the presentation...

  • Jose Carlos Barceló added an answer:
    What hardware equipment can you recommend for capturing and streaming audio and video from lectures (microphones, webcams, streaming devices)?

    We plan to record and stream video from lectures (room for 20 students, one teacher with notebook connected to data projector). Can you recommend hardware for capturing voice of teacher and students and video of teacher and image from data projector? We do not need to record teacher and signal from data projector separately. Do you have experience with special hardware for capturing and streaming of lectures?

    Jose Carlos Barceló · Universidad Nacional Autónoma de México

    I think there are two different styles of  producing video conferences,

    Some people pretend produce videoconferences and lectures like television, uses profesional video cameras, green screens, lavaliere microphones etc.

    In the other hand  is  the low cost style, using web cams, cheap microphones, screen sharing and/0r screncast software,

    Every one have advantages and disadvantages, the firth looks more professional and  could be great in certain topics like medicine were image quality is critical.

    While the second is more flexible and can be organized by he teachers without any technical support and at a very low cost.

    Echo 360 and Camstacia or  Adobe Captivate with Adobe Conect

  • Barbara Miller Hall added an answer:
    What are some viable alternatives to the threaded structure of asynchronous discussions in online learning?
    Most learning management systems still use a similar structure of threading discussions for asynchronous student-to-student and student-to-instructor dialogue. Working from the assumption that robust dialogue is a necessary component of instruction designed within a social constructivist environment, are there any viable, existing or emerging alternatives to the threaded structure of discussions?
    Barbara Miller Hall · Ashford University

    Thanks, Timna.

    I recognize the value of VoiceThread, though I am not the staunch advocate of the technology as others might be. I should investigate more why that is!

    With thanks for the contributions,

    Barb

  • Shamsul Rizal Mohd Rosedi added an answer:
    Do you feel that you know CALL/MALL best practices?

    Computer Assisted Language Learning and Mobile Assisted Language Learning is popular and many studies have been published about them, but I am not convinced that faculty have the resources to know the instructional design best practices.  

    I am NOT asking what you think the best practices are, but whether you think that the academic literature has sufficiently defined best practices for instructional design.  Why or why not?

    Shamsul Rizal Mohd Rosedi · Malaysian Maritime Academy

    Hi Michael. I think you need to look at the three types of Blended Learning in classroom. The first being Low-Impact type which requires the teacher to add only 1-2 online activities to his existing lesson. For example, you may add a website for students' reference and then conduct a discussion on FB after students are done visiting the site and obtain all the relevant information from there.

    The second type which is the Medium Impact requires a teacher to replace 1-2 existing lessons with CALL or web-based activities. But this demands greater planning, focus and work. The last type is the High Impact which requires a teacher to reconstruct the whole lesson from scratch via CALL or web based learning. Indeed, this is the most difficult since it's like re-inventing the wheel.

  • Alexander J. Babchin added an answer:
    Could Transport Phenomena be removed from chemical engineering undergraduate curriculum?
    I am considering proposing that TRANSPORT PHENOMENA be removed from chemical engineering undergraduate curiculum. This subject is more appropriate for graduate levels, because it is heavily theoretical. Moreover, experience have shown that only about the top 10% of the students pass the subject with good grades. For undergraduate level it is sufficient, I think, that students acquire deep knowledge of MATERIAL AND ENERGY BALANCES. I would like to have your consideration in this matter.
    Alexander J. Babchin · Tel Aviv University

    That would be a major mistake.

  • Jisha Panackal added an answer:
    How can we differentiate between smart board and interactive white board (IWB)?
    There is a confusion about the terms "smart board" and" Interactive white board". The question is whether these two are identical or is there some tangible difference between the two?
    Jisha Panackal · Vidya Academy of Science & Technology

    A white board is merely a board that can be used for writing, but an interactive white board is used to interact with the computer. For example, the contents written on an interactive  white board can be stored for future use.

  • Dan kenneth Apple added an answer:
    Does anyone know of a measurement tool for risk taking in gaming and learning technology programs?
    I am putting together a proposal for a quantitative research class. I am looking at any correlations between risk taking in gaming that carry over to risk taking when learning new computer programs. I am looking for a valid and reliable measurement that is already created.
    Dan kenneth Apple · Pacific Crest

    We have been working on developing performance measures and have one for risk-taking.  I could provide a link to access this copyrighted material to measure the effectiveness in risk-taking.

  • Kevin Larkin added an answer:
    What is the difference between "Serious Games" and "Epistemic Games"?
    There is a significant difference between these two technological learning mediators.

    When and where should one use them?
    Kevin Larkin · Griffith University

    Hi Angel,

    A colleague of mine, Professor Catherine Beavis (Griffith University), has just finished a major 3 year research project on Serious Games. She might be worth following.

    Cheers, Kevin.

  • Ashish Dutt added an answer:
    Does your institution offer learning analytics tools in the central LMS? If yes, which tools?

    Learning analytics (or educational data mining) provides a chance to improve teaching and learning quality, which is a major objective of educational institutions. Thus, such tools should be an integral component of the learning management system that is used by an institution. However, though research on learning analytics has led to numerous developments so far, tools are hard to be seen in official LMS. Does your institution already offer learning analytics tools in the central LMS? If yes, which tools?

    Ashish Dutt · University of Malaya

    Most institutions are also using online web based platforms, one notable mention is www.edmodo.com 

  • Sujeet Mishra added an answer:
    When and where should we use technology for education--in the classroom, outside the classroom, or both?

    I think most of us would agree that Technology Assisted Education (TAE), including both general technology and technology specifically for educational purposes, is of immense value for students of any age in any Learning Environment (LE).  However, the attached article points out some serious impediments to learning when allowing free and open access to laptops, tablets, and smart phones in the classroom.  Should these be "banned" from classrooms?  Should technology for education be focused primarily on outside class activities--homework, research, group activities, reading, testing, and the like? 

    Sujeet Mishra · Guru Ghasidas University

    We can use technology during classroom teaching ,First, when we start the introduction of our lecture ,Second, when we developing content through explanation or description, Third, when we create thought processing in students mind and finally we use the technology when does the evaluation of delivering lecture.

  • Subramaniam M added an answer:
    Is it possible to design environments / Networks of glocal agency to learning and knowledge, from to MOOC?

    The MOOC phenomena is not exclusively an issue of Massive Online Open Course, on the conversely, it has become a scenario of new ways of getting learning and knowledge. This is radically affecting the processes of research, innovation and learning management in contemporary high education.
    New constructions of social organization generate these emerging forms. These are our theoretical and methodological ideas. Then, these forms are associated to concepts such as “ciberculture, societies and learning and knowledge ecosystems”. In that sense, MOOCs become a methodological strategy to strengthen the cultural multiplicity and diversity in “glocal” contexts, as well as interface to democratize processes of certification and legitimation of knowledge and learning in great excluded population masses, facilitating their social projection.

    Subramaniam M · Bharathiar University

    Please clarify your question.

  • Barbara Miller Hall added an answer:
    How can we compare LMS discussion features?
    Does anyone have, or know where I might get a comparison of the threaded discussion features among popular learning management systems? By "features" I am thinking about threading, adaptive release, email from thread, push notifications for posts, etc.
    Barbara Miller Hall · Ashford University

    Thank you, Thouraya.

  • Javad Ahmadi Fatalaki added an answer:
    if you have ever tried eportfolios in your class or institution. What is your opinion about them?
    ePortfolios are supported with a digital tool like Mahara, inside Moodle, blogs. Their purpose are a wide range depending on the pedagogic strategies utilized. Usually have an assessment purpose, for formative assessment in which reflection is a central part of the activities.
    Javad Ahmadi Fatalaki · Allameh Tabatabai University

    I think using technology for teaching our materials is really great but it has its drawbacks. When we are talking about  portfolios, we have to pay attention to the  purpose that we follow. I think using portfolios is time-consuming and inapplicable for societies in which knowledge over computer and internet use is lower than standard level. Notice that you can use portfolios for the specific purpose as I mentioned before, but you can't see its consequence in broader sense, so nobody take it into account for curriculum development.

  • Kevin Larkin added an answer:
    Has anyone used Twitter in the classroom and what happened?
    As students use mobile phones and tablets continually while in lecture classes, I am thinking of using Twitter to capitalize on the availability of technology to increase their focus on course theory and applications. I would like to know would anyone consider doing this in future classes.
    Also when teaching large classes (100 to 200 students) and small classes (approximately 40 students) I would like to know if Twitter can be used to encourage student participation, deep engagement, and learning. Any thoughts on how should the lecturer structure the use of Twitter (what activities and when) and manage the feeds (reviewing and responding to tweets) would be appreciated.
    Kevin Larkin · Griffith University

    Hi Marcia,

    I haven't used twitter - but did come across this article about using twitter with large lecture cohorts. It might be useful for you.

    Cheers, Kevin

  • Ray Stace added an answer:
    What is your experience with Business Simulation Games?
    We are doing research on the topic and would like to learn about different ways in which instructors employed business simulation games with their students.
    Ray Stace · University of Wollongong

    You might find something of interest on the web site below

  • Keith Hawkesford added an answer:
    What is your experience/opinion/reference regarding the use of virtual worlds in education, especially combined with VLEs/LMSs, such as Sloodle?

    +Virtual worlds [1] can be defined as interactive 3D virtual environments, where the users take the form of visible avatars. They can support collaborative education.

    What is more, they can be used with VLEs/LMSs, as in the case of the Sloodle project, aiming to combine Second Life with moodle, that is two of the mostly used environments in the realms of virtual worlds & VLEs/LMSs respectively.

    Please share your experience, direct or indirect, or opinion, e.g. advantages, disadvantages, predictions, or interesting references, with respect to the above.

    Please share with us a) your experience, direct or indirect providing any results, or b) opinion, e.g. advantages, disadvantages, comparisons, propositions, predictions, or c) interesting references, with respect to the above three perspectives.

    You may consult [2].

    Thank you.

    [ Featured references:

    1. http://en.wikipedia.org/wiki/Virtual_world#Education

    2. http://proceedings.informingscience.org/InSITE2008/IISITv5p127-135Kluge459.pdf

    3. http://eprints.usq.edu.au/21389/ (Lindy)

    ]

    Keith Hawkesford · University of Malta

    The process towards greater use of virtual communication is certainly unstoppable. Ever growing student numbers based on economics and politics ,contrast with staff cuts and insufficient classrooms. However it can be redirected and interactive virtual lecture rooms/workshops should be encouraged. Directed by academics  with the virtual avatar  directly wired to a live operator  is more than possible. How much of the "real teacher" experience is  retained  depends on radical improvements in technology.  The start question of this thread shows the framework is in place how it develops depends on combined  input from "traditional "teachers and  the technologist of the virtual world.

  • John F. Wilhite added an answer:
    Is k-12 public education a business? What is a viable model for education?

    I agree with the writer that education is not a business.  I don't agree with the comments on educational technology.  Ed tech can be misused and overused but when integrated judiciously it offers great benefits to students in K-12 and beyond. 

    Do you agree with the writer's model for "personalization/socialization" in education?  Would that plus ed tech provide a viable model?  What other elements should be included?

    http://www.nytimes.com/2014/08/17/opinion/sunday/teaching-is-not-a-business.html?action=click&contentCollection=Opinion&region=Footer&module=MoreInSection&pgtype=Blogs

    John F. Wilhite · University of Tennessee

    Good points, Prof. Gerry!

  • Ljubomir Jerinic added an answer:
    Which factors or indices effect the success of learning management system?
    Needed to find the weight of each element on success of LMS.
    Ljubomir Jerinic · University of Novi Sad
    @Rolando Do you have this papers (or similar) in English. I'm a little rusty with the Spanish...
  • Cornelia Brantner added an answer:
    Is peace possible between traditional academic lecturers and digital innovators?
    traditional academic lecturers Vs. digital innovators
    Cornelia Brantner · University of Vienna

    The th

  • Ania Lian added an answer:
    What is your experience/opinion/reference regarding the Jigsaw teaching technique, especially an online version of it, let it be called e-Jigsaw?

    +Welcome.

    The Jigsaw teaching technique [1] supports team learning & empathy by engaging all students in two groups given a topic. First, in their expert group they focus on one aspect of the topic, and afterwards in their jigsaw group they learn the topic wholly. As in a jigsaw puzzle, each piece, that is each student's part, is essential for the completion of the process.

    The e-Jigsaw could be the online, or even blended, implementation of this technique.

    Please share with us your experience or opinion or interesting references with regard to this technique considering also the following questions:

    Could you mention any implementations of the technique?

    At which ages is this technique more effective?

    How can technology support or complement, as e-Jigsaw, this technique?

    Could this technique be analysed into categories?

    Thank you.

    [ Featured references:

    1. http://en.wikipedia.org/wiki/Jigsaw_(teaching_technique)

    2. http://roamerrobot.tumblr.com/post/27181743875/spacecraft-rescue (Dave)

    3. http://www.jigsaw.org/steps.htm (Shanthi)

    ]

    Ania Lian · Charles Darwin University

    One cannot evaluate a report - Maybe this is just a shortcut. One can evaluate a report FOR someone or for a purpose other than assignment. And you do this with students creating ed videos for the other groups. The same should apply to the idea of evaluating a report for the purpose of ??

  • John F. Wilhite added an answer:
    In which theory does computer assisted vocabulary learning fall into best?
    I have been conducting a study and would like to base it on a sound theory.Constructivist theory seems to fit to CALL applications best but I need to hear different views from the researhers here.
    John F. Wilhite · University of Tennessee

    I strongly agree with Antonio's viewpoint.  We are overwhelmed with approaches, models, methods, techniques.  Virginia's info is pertinent and should also be considered.

  • Prof. Gerry B. De Cadiz added an answer:
    Should we use so much technology in teaching?
    It is a blind presumption that more technology is better – yet in a recent course, I found I could present much better by abandoning slides and working through examples on the board.
    Prof. Gerry B. De Cadiz · Eastern Visayas State University

    As a professor, I have seen how my students in master's programs got bored despite the flashy, automated, hi-end and multi-media presentations.  Classroom dynamics is indeed different especially when a teacher throw some surprise questions.  One can only imagine that the deepness of discussions is reinvigorated, and the joy of knowing that your students became enlightened is  incomparable.

  • Michael Jennings added an answer:
    What are your thoughts on the emerging theories of learning and the role of technology?

    In the secondary classroom, there is a shift toward implementing ever-increasing amounts of educational technology into curricula. In order to do so meaningfully and to ensure successful learning, it is necessary to reflect upon learning theories. Behaviorist and Constructivist theories provide a base for much of what happens in the technological secondary classroom. These broad theories have many implications for the technological secondary classroom. It is necessary to question these implications so that those involved in the educational (and more specifically, educational technology) fields can work toward bettering education. Are there shifts happening in the secondary classroom today between these two theories? If so, what are they? Which is the more predominant in current educational practices? Is one better for use with educational technologies?

    (by Andrea K. Ebert )

    Michael Jennings · Walden University

    It is my belief that each individual learns differently based on learning styles, and elements of both intrinsic and extrinsic motivation. Unfortunately, educational curriculums and pedagogical methods seek parsimonious approaches to education and individualized, structured approaches seem to be out of the question. While the impact of technology on learning, retention, and achievement is mixed, as Dr. Spires has mentioned, others like Tyler (2002) are in agreement. Will the day ever come when political and other self-interests do not dictate the accessibility and quality of education for all learners, and especially for the underrepresented? I doubt it.

    Tyler, T. R. (2002). Is the Internet changing social life? It seems the more things change, the more they stay the same. Journal of Social Issues, 58(1), pp. 195-205.

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