Questions related to Technology Enhanced Learning
I have a big concern about wheather is possible to gather different inferential methods (posttest-only, pretest-posttest) in a study on education. I have tested both a mobile learning technology (APP) for programming and robotics with its educational methodology since 2019, which the students has employed for 16 weeks per semester. During 2019-2021, the students (n=42) evaluated the application and the methodology only by means of a posttest (anonymous survey) with a tracing of the students grades and the collection of several semi-structured interviews. My idea here was to triangulate different sources of evaluation to increase the reliability of the study. However, this year, to validate the study under different scenarios, I want to perform a pretest-postest in the groups with (n=45) students that are going to use the APP and the methodology. I must mention that groups are different of several engineering careers.
My question here is, Could I use (posttest-only, pretest-posttest) methods between different groups in this educational study?
Under your experience, Could this be beneficial for the study? , or What would it be the pros and cons in this regard?
Thanks in advance.
The main goal of the research paper is to review the application of new learning technologies in African and European countries that face crises! There is a draft that needs to be revised and updated!
Please, if you're interested to cooperate, write to me privately!
Recently, I am studying the use of deep learning technology to explore the extraocular diseases that can be reflected by fundus photography. I think it's difficult, because the human body is a complex system, in which there are too many confounding factors. What should I consider when designing and implementing my research？
Would like to create network of academic research collurators within the field of HCI, Persusasive technology, gamification, technlolgy enhanced learning, social media, marketing, accounting, networking, and an interdiscplinary research are welcome.
i am wondering whether someone actually built an (adaptive) language learning software based on the cue competition model by brian macwhinney
I am working on web page classification using deep learning technologies and I am currently looking for a dataset. If you have any suggestions or information about a dataset (preferably in .csv format and about 100,000 records) please let me know.
In my areas of research (Technology Enhanced Learning, Semantic web, HCI...), it is extremely useful to use the Web as a way to try ideas with a web application that various people can test.
Developing and deploying a webapp isn't rocket science, but picking the JS framework that will be expressive enough while remaining easy to use in practice is rather challenging.
Up to now, I have mainly worked with VueJS and Svelte for these kind of prototype. With the release of Vue 3 and the lack of evolution of Sapper (Svelte equivalent of Next for Vue), I am unsure what to choose.
The ideal solution requires integration with a Websocket library or better a firebase alternative.
Does anyone have a suggestion?
How should the traditional structural performance research make use of the emerging machine learning technology to achieve a new breakthrough？
For an example, how is the pandemic challenging indigenous people? Or alternatively, is indigenous knowledge important in this era of COVID pandemic? Also, how can indigenous people assist during this times, is it needed or must we do away with it?
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.
This large international conference will be held online this year due to COVID. I am submitting a paper to the Technology Enhanced Language Learning track (8). It is about a topic I have never seen in scholarly literature & I am proud of my idea. We'll see if the reviewers like it.
The 21th IEEE International Conference on Advanced Learning Technologies Online
July 12-15, 2021
Conference Time: GMT (https://time.is/GMT)
We invite submission of papers reporting original academic or industrial research in the area of Advanced Learning Technologies and Technology-enhanced Learning according to the following tracks:
- Doctoral Consortium
- Track 1. Technologies for Open Learning and Education (i-OPENLearn)
- Track 2. Adaptive and Personalised Technology-Enhanced Learning (APTeL)
- Track 3. Wireless, Mobile, Pervasive and Ubiquitous Technologies for Learning (WMUTE)
- Track 4. Digital Game and Intelligent Toy Enhanced Learning (DIGITEL)
- Track 5. Computer Supported Collaborative Learning (CSCL)
- Track 6. Big Data in Education and Learning Analytics (BDELA)
- Track 7. Technology-Enhanced Science, Technology, Engineering and Math Education (TeSTEM)
- Track 8. Technology-Enhanced Language Learning (TELL)
- Track 9. Technology-Enhanced Learning of Disciplinary Practices (TELeaD)
- Track 10. Technology-supported education for people with disabilities (TeDISABLE)
- Track 11. Artificial Intelligence and Smart Learning Environments (AISLE)
- Track 12. Augmented Reality and Virtual Worlds in Education and Training (ARVWET)
- Track 13. Motivational and Affective Aspects in Technology-enhanced Learning (MA-TEL)
All papers will be double-blindly peer-reviewed. Author guidelines and formating templates can be accessed at ICALT Author guidelines webpage. Complete papers are required to be reviewed. The expected types of submissions include:
- Full paper: 5 pages
- Short paper: 3 pages
- Discussion paper: 2 pages
- Doctoral Consortium paper (posters): 3 pages
My son is fond of video games. He is also fascinated with digital marketing, computers and mobiles. He would like to hear suggestions on what academic field(s) or specialty fit his interests so that he focuses his study on. He's just turned 13 years old. He does not like math by the way!
Thank you all
The European Agency for Special Needs and Inclusive Education is updating the Inclusive Education in Action website with examples specifically about teacher education/professional development. This aims to support UNESCO's knowledge base on empowering teachers to include all learners in diverse classrooms. If you are able to help, please see information in the attached file.
I am now carrying out research about DTV and t-learning, but I am limited to experiments with the DTBM network. I read the attached work and I saw in table 1 the presence of the return channel, but I did not see DTBM in it.
Does DTBM have a return channel? I am new on these terms. Thanks for your time.
For evaluation of students activity and for final exam... based on Online learning... what does the type question that must be adopted to makes the process work in the right way..
It would be your generosity to respond to the questionnaires and also distribute it among your colleagues, students, and networks.
We would like to ask you if you would be so kind as to complete the following online questionnaires of a cross-cultural research study designed to investigate the relationship between CALL literacy and the attitudes of language teachers and students towards Computer-Assisted Language Learning (CALL).
Teachers and students who have previously answered the questionnaire say that it took about 10-20 minutes to do so. Your help would be very much appreciated.
Be sure that all the personal data provided from the questionnaire will be kept strictly confidential in our reports. Your personal data will not be disclosed nor used for any other purpose than educational research.
As a cross-cultural study, I need a good number of data from different countries. Please circulate this post through your networks.
Your input is really important for our study.
If you are a teacher: https://goo.gl/forms/Z1rgHmP2plqwqHbW2
If you are a student: https://goo.gl/forms/u3hCIGcDzvuEdI263
If you are both a teacher and a student please respond to both questionnaires.
Thank you in advance for your help and cooperation.
Mª Elena Gómez Parra
Cristina A. Huertas Abril
University of Cordoba, Córdoba, Spain
I'm testing and reviewing Adaptive Learning Technologies to answer my questions:
- What are the pedagogical affordances of the platforms?
- What is the algorithm behind any given platform, why is it chosen, and does it have pedagogical implications? Bayesian Knowledge Tracing? Item Response Theory? Rasch? Other?
So far I have found Alosi at alosilabs.org, Concerto at concertoplatform.com, Scale at viseyes.org, Adapt at adaptlearning.org and I consider functionalities in LMS's.
Do you know of other software/platforms I should investigate?
Thank you in advance :)
I am developing an EFA on mobile learning, but one of the comments I have received in past arbitrations of my work is that the technology that was used in the experiment is not a state of the art learning technology. So, I want to justify or delimit the socio-economical level of the school to explain the affordance of the technology that the students had. Plus, I am open to any other alternatives and to start a collaborative on the topic if you are interested.
I am currentliy Developing my subject for my graduation work (M.A. E-Learning and Media Education).
At the moment I am mostly interested in looking whether and how the live-streaming platform "twitch.tv" can be effectively used to provide education in any way, form and context.
The subject has to specified though, but the decision to work on this subject mostly depends on the question whether there are some researches and/or scientific works regarding this thematic field. My recent searches didn't provide the best results, which is why I am now trying to ask you guys for a little help or some hints.
Maybe there is someone out there, who already did some research in this thematic field and can name some important frame works, researches and articles to read or at least good websites/search engines to search for resources. Any advice and suggestion will help me.
Sorry for my not so perfect English, but I am from Germany. So german or english literature will be the easiest to work with for me.
Any questions? Feel free to ask me!
Thanks in advance.
Do you think that you are "teaching" according to the ways or "methods" others taught you? or are you trying to create your own philosophy about teaching and adopt your own teaching methods?
I am looking for meta-reviews that document the (educational) potential (e.g., purposes, affordances, etc.) of educational technology/technology-enhanced learning in higher education. I am aware that this is a complex matter and its potential depends on the context. However, I was wondering if anyone has come across academic literature on this that tries to bring together and synthesise studies from different subject areas, contexts, delivery formats (blended/online), etc.
Any recommendation is highly appreciated.
Dear research community,
I am in search for review studies that summarize the issues different kinds of online learning environments (MOOCs, SPOCs, flipped classrooms) face. I would be happy to draw from your knowledge in the field by receiving some hints!
Most well-known technology-enhanced learning (TEL) journals publish articles on (traditional) educational experiments supported by experimental/empirical data etc. However, what about articles on the more institutional perspectives on effects and e.g. TEL conceptualisations and management. Any good recommendations for journals?
Any pointers are highly appreciated.
I attended a public lecture entitled: "The Future of Processed Foods" yesterday by Dr. Kenneth Swartzel and learned that there are technologies that are used to make great beef steak or chicken breast in a Petr-dish using a cell culture technology. The cultured meat are not required to be processed as the growth takes place in an aseptic condition. It was indicated that the meat produced this way is extremely expensive.
- What is the issue with killing animals? For one, animals are going to die anyway, two if we do not kill them and eat them, they compete for our plant based energy sources, three they are going to contribute hugely to global warming by producing tonnes of methane gas, that has about 20X global warming effect as carbondioxide
- One the cost of the cultured meat, what is the most limiting factor(s)? Why is it so expensive? This could have helped us produce and supply enough proteins to the developing World and combat the highly prevalent protein-energy-malnutrition (PEM).
- What should be done to educate the public before the technology is out and misunderstood like the GMO?
I'm interested in instruments (questionnaires, surveys, interviews, observation tools, etc.) that can be used to assess learning when technology is used. I am primarily looking for instruments that can show the impact of the technology on student learning compared to learning without the use of technology, but I would appreciate any instruments that involved ed tech and learning. I am primarily finding instruments that measure attitude toward, beliefs about, and acceptance of technology be teachers and students, but little about actual learning.
Thanks in advance for sharing!
The use of technology in our everyday activities has gain much attention over recent times and has transcend into teaching and learning.
Psychologist such as Vygotsky, Edward Thorndike, Jerome Bruner, C. Rogers, Edwin Guthrie have all proposed different learning theories such as constructivism, Behaviorism, Cognitivisim, Cognitive load theory, Operational conditioning theory.
Am wondering which of these theories could be embedded with technology in order to teach at higher institution of learning
I am interested in discovering whether there exist any formal (e.g. a national centre) or informal research centres or research groups (active researchers with a coherent research agenda) doing research into: CALL (Computer-Assisted Language-Learning), TELL (Technology-Enhanced Language-Learning), MALL (Mobile-Assisted Language-Learning) etc... . These centres/groups may be situated anywhere in the world and may be either funded or unfunded. If you are an individual researcher, please say so.
Please note that I am interested in finding out about active research groups, not research-related associations such as CALICO, EuroCALL, AsiaCALL etc. (unless they have an active research group of their own).
Please provide the following information below or by filling in a form at: https://ljunction.com/apl/survey-of-computer-assisted-learning-centres/
Required information consists of your name, your email address, the centre's information including: Name of the Centre, Institution (if any), Location, Field of Research, Contact Information and also your connection with the centre.
The results of this research will be made available in due course through professional publication.
In your response, kindly fill in all the fields. All personal information will remain confidential.
Thank you so much for your help.
Interested in guest editing a special issue related to technology enhanced learning in higher education? Check out the call for proposals for a special issue of #AJET in 2019. Info at https://ajet.org.au/index.php/AJET/pages/view/SpecialIssueCall … #edtech #highereducation
I am looking for a public dataset for e-learning that I can use for testing performance and accuracy of Reccomender Systems algorithms. Anyone with an idea where I can find a public dataset?
Is it possible to predict the design based on the desired output goals? Already, some evolutionary antenna design techniques are present but how can we apply machine learning?
tDCS and tACS are forms of neurostimulation that delivered via electrodes on the head and have therapeutic effects.
I want to know which one has a longer-lasting effect.
The evaluation of blended learning course in Classroom by the following four modes. Modes of delivery - The combination of traditional learning with web-based online approaches; Technology - The combination of media and tools (technologies) employed; Pedagogy - The combination of a number of pedagogic approaches irrespective of learning technology use and Chronology - Synchronous and asynchronous approaches.
“The business model used by most big companies has changed considerably from which of a decade ago and has now integrated social and environmental elements of performance”
(Birkin, Polesie and Lewis, 2009)
I am interested in identifying ground-breaking/innovative projects in Computer-Assisted Language-Learning (in all its forms) in Asia or Asian contexts. If you are doing research that you think is ground-breaking/innovative or know of anyone who is engaged in such research, I would be grateful if you would let me know. The information will be kept confidential though, with suitable permission, may see the light of day in professional publications or presentations. It may be best to communicate with me directly through in-mail or e-mail (firstname.lastname@example.org) though I have no objection to public information either.
I want to employ deep learning technology in my project which is about super resolution .. can anyone inform me in general the advantages and limitations of GAN model .. Especially, i want to see the opinions of the persons who worked practically on that model on different applications..Regards
About an year ago, I intended to submit my article in International Conference on Advanced Learning Technologies (ICALT 2017). I Submitted the paper and got acceptance letter within a week. Despite being a young researcher I became curious about the originality of the conference. I consulted with my supervisor who told me about the fake Organization (WASET) which was replicating the original conferences with the same name as of famous conferences. Then I stopped any further conversation with the ICALT 2017, the fake one without submitting the conference fee and submitted the paper in Original conference. Today, I encountered that my article was published and was available on the web under WASET organization. I intend to submit the full version of the same paper to well reputed journal but curious to know the following points.
1. Can I withdraw the article published under WASET
2. Can I submit the full version of the same paper to an indexed journal.
3. If I can not submit this article to an original conference or journal what could I do with my hard earned research work which has been lost ?
Hi I'm working on the field of learning technologies and would like to understand more about the related research trend. From Reiser’s (2001), I was triggered by the claim made: a recurrent pattern reveals that technology medium has had very little impact on education than expected. An increased presence of technology in schools does not necessarily mean an increased use of technology for instructional purposes, especially in transforming the established teaching practice.
Recently, AR or VR has been increasingly used in K-12 classrooms to promote constructivist-oriented and student-centered learning experience. How would you think of the potential or impact of the AR/VR on instruction, if compared to the digital media which has been used in the past?
I am looking for datasets that I can use for testing Recommender Systems in Learning. Some of the datasets used in the literature  includes the TravelWell, the MACE, and the Mendeley datasets. The links provided in  are not longer available and I could not find them anywhere. Where I can find these datasets?
 Dataset-driven Research for Improving Recommender Systems for Learning. Katrien Verbert et al.
 Which Algorithms Suit Which Learning Environments? A Comparative Study of Recommender Systems in TEL. Simone Kopeinik et al.
I am an assistant professor of Mechatronics engineering at Al Azhar University- Gaza.
I have special interests in modern teaching and learning technologies. This involves designing and building laboratory experiments that can be run locally or remotely. I am also interested in developing virtual teaching tools for engineering education through interactive simulations.
I have a wide experience in automation, LabVIEW and MATLAB programming, control systems, mechatronics subjects teaching.
I am currently working on a remote lab experiment to cover the theory and practice of DC motor control, from modelling through to PID controller design. The project involves designing the software and hardware components that allow students to perform the experiment in the lab as well as remotely from home. The setup allows students to control the experimental setup remotely and watch a live video stream of the experiment.
If you are interested in collaboration, do let me know and I will be happy to share and cooperate on more ideas on the e-teaching/learning methods for mechanical/mechatronics/electronics engineering course.
looking to create a closed group to teach/update student nurses specific skills. E.g AED upskill, Venepuncture or cannulation?
I am aware of the list by Loet Leydesdorff <http://www.leydesdorff.net/software.htm> and Harzing's Publish or Perish <http://www.harzing.com/pop.htm>, but wonder whether there are other options out there. I am especially interested in analyzing network structures among authors (based on co-authorship and/or citation).
I am interested in analyzing the quality of online instruction but would like to use a validated protocol to do so versus creating my own tool. Is there one you may know of for higher education?
I am a special educator who deals with deaf undergraduate Computer Science students.To improve their logical skills I am designing a programme. Every week we dedicate an hour to do worksheet, games and activities .Considering their language difficulties non verbal reasoning activities are tried.How can we evaluate the effectiveness of the programme. Also is there any resources available that can be included in the programme like logical games or activities
I am conducting a study on the effect of on-screen text on developing L2 vocabulary acquisition. I want to see whether participants' memories would be affected by load of multiple modes of the task (video, text. audio) and whether decreasing modes (i.e., text) would enhance the students' working memories. I want also to find if there is any correlation between the gain of vocab and the abundance of input in which the students will be engaged in. I would be so thankful to you if anyone has developed a tool or administered reliable measures to assess the cognitive load of students' memories.
More than half of world's population does not have reliable access to the Internet. At the same time, educational resources are more multimedia-based than ever (bandwidth) and often hosted on centralised cloud-based platforms requiring a good Internet connection.
Inability to use online education in underconnected regions is particularly prominent in the case of MOOCs, where some researchers argue it may lead to even further global digital divide.
Are you aware of research or cases of making online educational materials/courses (e.g. MOOCs) available in underconnected areas?
I am interested in knowing if you have had many student queries regarding accessing and downloading materials from your University's learning management system with their mobile devices. These include being unable to open and download files in certain formats. Your kind response is greatly appreciated.
At Narxoz University we are finalizing experiment with blended learning that involved 4000 students. I am looking for similar studies, so far no luck.
We want to choose some ICT tools and software for supporting students learning .We need know why it is needed in under development countries then to get also the advantages and disadvantages of the proposed one
It is known that positive emotions can improve effectiveness of learning. Do you know about any research on emotions in the fields of distance learning or webdev?
First things, connected to emotions, which come to mind are:
3. Award system
I'm doing research on how technology can be used to promote access to education in developing countries.
When I hit the adaptive learning or knowledge assessment systems in my google search , thousands of results appear. This is making me overwhelmed and confused at the same time. As I don't know which one is the best or most efficient. Can anyone please tell what is the best software or tool available for adaptive learning (knowledge assessment) ? And why is it best?
Consistency in structure and organisation of online content is essential for students to easily find information and navigate their online learning resources. Do you have any templates that you can share for creating online content such as the following: course outline or syllabus, unit content, learning activity, and announcements. Your kind response is welcomed.
In the context of this issue I’m planning to investigate the possibilities of electronic textbooks in stimulating activities and improvement the position of students in the school.
Am embarking on a research that has to measure the preparedness of stakeholders e.g. policy makers in national education about the introduction of M-Learning to replace an existing a text-based distance learning programme. Thanks.
We know which are the most used mechanics in education, they are 10: points; level and strategies; badges; leaderboards, prizes and rewards; progress bar; storyline and feedback as Nah et al. (2014) presented in their study. But what about other educational environment, such as MOOCs?
I am looking for recommendations for a book for "Technology in the Classroom" course. If you teach a similar course, i would like to know if you use a book or other materials from the Internet. I am open for suggestions.
Hi Professors, I am conducting a research about adoption of mobile technologies in Palestinian schools from teachers' perspectives. I focused on tablet PCs as a specific type of mobile technologies because this innovation (tablet PCs) is going on in Palestinian schools. I know there are a lot of models and theories about identifying factors that influence adoption process. Some of these are UTAUT and Roger's theory (Diffusion of Innovation). Which one is the best. My data collection instrument is semi-structured interview and weekly lesson plan.
I'm studying educators' decision making process when organizing online educational sessions. I want to know what adjustments related to content, pedagogy, organization, etc. are made when one designs and delivers content online. Yes, educators make a lot of adjustments related to content, pedagogy etc. to meet learners' needs. How often these adjustments are related to the online technology? Could anyone share their experiences of online teaching? Or do you have related literature on this topic?
My study context is about online mathematics teacher education. Does anyone have experiences of designing online mathematics courses, or mathematics teacher courses?
Thank you so much!!
Teachers tend to use in e-learning the same techniques/activities/skills they use when teaching groups of students in traditional classroom. But, are the skills used in classroom the same or different to the skills teachers need in e-learning? Which are the differences? Is there taxonomy of skills or competences specific to computer-supported collaborative learning?
Refraining from ICTs to old ways of teaching is the idea of some academicians, what does literature say about this idea and how can we justify this. Any model or researcher that could be helpful to study this phenomena.
I am looking for some good references which are dealing with cross-cultural/cross-country differences in online learning.
I would like to collect different rubrics or instruments used to evaluate lessons in which technology was integrated for achieving the learning outcome(s). Can you share resources with me so that I can design one to suit my local context?
I am interested in getting information about new projects for designing e-learning materials for new/emerging textile fields within the Erasmus+ or other suitable programmes.
Are there suggestions to make differentiation for learners? What principles or learning theories are used when designing MOOCs? Would there be any differences in design for science / humanity / business disciplines?
This is a particularly relevant question, as I believe it impacts on learner Flow (Csikszentmihalyi, 1975, 1997).
April 3, 2020:
As follow-up, I invite you to read and consider your views on this discussion of teacher vs. student feelings on feedback: