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Technology Enhanced Learning - Science topic

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Hi,
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.
Best regards,
Jonathan
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Yes. You need to. Then only possible to find out the exactly difference between the two groups..
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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!
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Dear Prof. Abdelfatah!
May I state I am interested. Still, may I state I am not an IT - specialist. My focus is on digital supply chain management:
I am especially interested in the role of open science (policies for sharing of information) in advancing interactive learning:
1) Boström, L., Sjöström, M. MethodViz: designing and evaluating an interactive learning tool for scientific methods – visual learning support and visualization of research process structure. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11139-9, Open access:
2) Cirkony, C., Tytler, R. & Hubber, P. Designing and delivering representation-focused science lessons in a digital learning environment. Education Tech Research Dev (2022). https://doi.org/10.1007/s11423-022-10094-z, Open access:
3) Xia X. Application Technology on Collaborative Training of Interactive Learning Activities and Tendency Preference Diversion. SAGE Open. April 2022. doi:10.1177/21582440221093368, Open access:
I will contact YOU only in case you consider me to have the potential to be a partner in your research project.
Yours sincerely, Bulcsu Szekely
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Usually SVM uses supervised learning model, instead of that can I train SVM by using an unsupervised learning method?
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What is the difference between unsupervised classification and svm
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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?
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Pay attention to intraocular pressure
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Greeting!!!
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.
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Good idea, professor.
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i am wondering whether someone actually built an (adaptive) language learning software based on the cue competition model by brian macwhinney
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Dear Hasan Abu-Krooz this sounds interesting. would you share your work with us?
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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.
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Dear readers,
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?
Best
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very interesing question and awesome topics for reserach, maybe we can collaboration research for this topics :)
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How should the traditional structural performance research make use of the emerging machine learning technology to achieve a new breakthrough?
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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?
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A lot of issues especially in developing countries where students as well as teachers have not access to modern technologies and they can not afford. But its encouraging every body is struggling
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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.
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Moodle for learning journals & discussion forums, both used as graded assignments, Prof. Barbara Miller Hall.
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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)
SUBMISSIONS
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
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Yes, it important to know the quality of online conference, and Congratulations for you, has published at good quality of conference.
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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
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There are many degree programs in Communication & Media Studies at top universities that cover your son's particular interests in one way or another.
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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.
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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.
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Nice Dear Felix Ivan Romero Rodríguez
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I'm looking for already developed BN models of competencies related to PBL.
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Following
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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..
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This is most important under this Pandemic Scienario( Covid19 ) .
Obviously it depends on Subject area , Class , Exam etc .
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Dear Colleague,
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 both a teacher and a student please respond to both questionnaires.
Thank you in advance for your help and cooperation.
Regards,
Dara Tafazoli
Mª Elena Gómez Parra
Cristina A. Huertas Abril
University of Cordoba, Córdoba, Spain
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Gladly! And I'll convey your questionnaire to my students as well.
Interesting questionnaire although quite long, but I hope your project will benefit from that.
I wish you good luck with your research!
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Hi all,
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 :)
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Dear Prof. D A Gayan Nayanajith. Moodle is a good one for adaptive porpuses, but it is very time consuming for teachers, also as teachers we need some real training to properly use it---I crashed with him the first time---so my own experience indicates that it is better to start with something easier to use and also less time consuming. Thank you Prof. Mette Søgaard for your interesting thread. Best Regards.
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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.
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Thank you, you've made a lot of things clear.
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Hey there,
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.
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I guess this could help:
Katherine Carl Payne, Mark J. Keith, Ryan Schuetzler, Justin Scott Giboney, Examining the Learning Effects of Live Streaming Video Game Instruction over Twitch, Computers in Human Behavior (2017), doi: 10.1016/j.chb.2017.08.029.
Please find this paper attached.
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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?
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I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.
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Dear all
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.
Best wishes,
Mikkel
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Dear all
Many thanks Anders Norberg and Michael W. Marek. The SRI report does look like a classic. Also the MALL analysis looks relevant for the mobile potential (and more). In particular the identified themes are really interesting.
Indeed, Tania Acosta. It appears that the SRI article Anders is suggesting is a good place to start. I – by the way — also came across this report by Price and Kirkwood (2011), which also identifies a number of themes: http://www.lth.se/fileadmin/lth/genombrottet/DTR/PLATP_Main_Report_2011.pdf
Best wishes,
Mikkel
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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!
Greetings,
Tobias
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Check these articles, it may help you
Anshari, M., Alas, Y., Hj Mohd Yunus, N., Pg Hj Sabtu, N. & Sheikh Abdul Hamid, M. (2016). Online Learning: trends, issues and challenges in the Big Data Era. Journal of e-Learning and Knowledge Society, 12(1),. Italian e-Learning Association. Retrieved August 6, 2019 from https://www.learntechlib.org/p/171433/.
Karen Kear, Allan Jones, Georgina Holden & Mark Curcher (2016) Social technologies for online learning: theoretical and contextual issues, Open Learning: The Journal of Open, Distance and e-Learning, 31:1, 42-53, DOI: 10.1080/02680513.2016.1140570
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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.
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Hi Mikkel,
You may need to explore the publications of the edtech societies such as AECT or ISTE. For instance, Educational Technology Research and Development (iconic journal of edtech) published by the iconic AECT (Association for Educational Communications and Technology) offers two specialized sections that might be relevant to you: a) The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development; b) The Cultural and Regional Perspectives Section (formerly International Review) publishes innovative research about how technologies are used to enhance learning and instruction in a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in a culture or region or by individuals or groups in a culture or region.
The International Journal of Educational Technology in Higher Education may be of interest to you as they also publish case studies.
Best
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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?
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High production of the animals themselves is the source of the methane. If you don't need the animals you don't presumably get production of the methane. We are the ones producing the animals although I hardly think that this cultured meat solution is the real solution to the problem. Better farming practices and lower consumption of meats lower waste, more local production and elimination of fast food production with it's high waste is the solution. More efficiency less waste is the solution. It will mean less profits for corporations but better lifestyles. Not sure I'd want to eat cultured meat.
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I wanted to know the importance of "Backward Design" for the field of learning technology
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Absolutely design is important in the structure of education because it regulates learner behavior
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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!
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Hi!
It is almost impossible to research learning with and without technology, since education itself is about technology in its core - writing to start with, print, video, etc etc - remember that not all technology is digital.
If you mean digital technology - watch first of all out for digital technology that basically does the same as earlier analogue technology, only faster, cheaper and more flexible. Not so much of a core difference. Does old kind of learning from a text on paper suddenly become e-learning when it is projected on a screen? Is it meaningful to measure any learning difference?
Next problem is that even if you make a reference teaching/leanring without any digital use - the students will anyway, uncontrolled by you, use digital ICTs to learn and communicate and get answer on questions and they will watch additional lecture videos on youtube if they did no understand something in class, etc.
You can make a big real Randomized Controlled Trial Study as in Medicine. That is very expensive and seldom done concerning teaching and learning. Take then only one, new digital tool you want to test any effects of on learning, run that in a group that uses the new tool, a group that uses some other digital technology and a reference group without - or similar - and compare them in a qualified way. Not so easy. Make it big so you compensate for individual differences concernign teachers and learners, etc.
In this light, for example the well-known case study of the type: Does learning increase if students blog online? and comparison last years results with this years result, can be interesting, but not of any meaningful evidence value. Almost all pedagogic / didactic research of this kind seems also always to be successful . but hard to replicate with other teachers and students.
I think personally that we can look for digital technology effects more successfully in the areas of access to education, inclusion, personalisation, possibility to study at own pace, etc.
This said, what you could have as help when elaborating a method, is the SAMR model for technology implementation in instructional design, see for example here: https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
Ask for example what technology substitution has been made, and how to test the value of that, what augmentation, modification, redefinition etc. You can find example of this kind of research I believe.
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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
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Philip, I have just spent three years doing a full time PhD on learning which incorporated a close look at the learning theories already mentioned and some that have not yet been mentioned. At a summary level, all learning theories come from a particular stance and set of beliefs (Behaviourism, Cognitivism). This is both a strength and downfall. For example, many of the psychological theories look at individual learning only. The social aspects of learning are more focused upon through interaction with educators in these individual learning theories. Sociocultural learning theories, on the other hand, include the social and cultural aspects of learning (Social constructionism, Constructivist including Vygotsky). These learning theories recognise that individual learners are part of social and cultural systems. Brofenbrenner's Ecological systems theory is the most complete learning theory in this regard.
However, with the advent of EdTech and its integration into learning processes, there has been a stronger recognition that individual learners are learning within a context. This context may be a community of practice/community of learning (Lave and Wenger, Garrison) such as found in online learning. Siemens and Downes have written extensively in online learning utilising networks and collaboration rather than focusing on individual learning processes. Their theory of connectivism is well worth reading as it moves away from educator to learner interaction to everybody in the community of learning interacting with each other, learning artifacts that are curated, and recognises that knowing how to learn is more important than what we learn. Therefore, it aligns with lifelong and lifewide learning.
After looking at the learning theories closely, I am left with the feeling that we need to move beyond their rigidities. In order to do this, we need to have a clear understanding of learning, how it occurs, what we as educators can do to promote learning, and ultimately we need to be research-informed in developing learning principles that work for our context and the learners with whom we work.
Thanks for the interesting question.
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Dear All,
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.
Andrew Lian
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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
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Thanks
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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?
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Coursera MOOC's
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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?
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Generally, the process of antenna design requires to find out the EM characteristics of antenna by observing the current distributions through simulations. These EM properties are then used for the parameters optimization. Machine learning (ML) can be combined with simulations to design an antenna. In smart antenna array, the reconfiguration of antenna can be obtained by optimization using Machine learning and Support Vector Machines (SVM). SVMs are a good candidate for the solution of antenna array processing problems such as beamforming and the angle of arrival estimation, because these algorithms provide superior performance in generalization ability and computational complexity.
Machine learning based methods are used for calculating the radar cross section (RCS) of the antenna-radome system. In this method, the back-propagation algorithm can be used to train the machine learning model. The machine leaning based RCS calculation becomes a promising area, especially for the industrial sector with large amount of measurement data. Compared to traditional methods, machine learning methods have the potential to handle complex.
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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.
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Hi Fateme,
if the question stems from the need to find a suitable tES intervention, I would suggest to start with the analysis of psychopathological/neurobiological mechanism responsible for the "to-be-treated" phenomenon (i.e., is it related to a decreased activity of a brain structure/network or is it related to certain bands of oscillatory power?).
Although you could compare the duration of tDCS vs tACS aftereffects (e.g., reviewing single or multiple session tES studies), such comparison might not be therapeutically valid given that tDCS and tACS induce qualitatively diverging effect and you would need to consider WHICH of the effects are meaningful for the particular therapeutic intervention (rather than which lasts longer).
On the other hand, both tDCS and tACS are assumed to modulate neuroplasticity, so perhaps this could be set as the common feature, enabling a meaningful comparison to start with.
Best, M.
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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.
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In our approach, we look at both the teacher behaviors and the student behaviors in a blended learning classroom. In terms of the teacher behaviors, we look at how the instruction is planned and how the teacher uses formative assessment and student feedback to regroup students to meet their specific learning needs in the given classroom. We also observe "live teaching" either by video recording of teaching or by viewing while it is occurring, to assess the effectiveness of delivery and the engagement of the students. In terms of the student behaviors we are evaluating the whether students are academically engaged and at what level of engagement we see their participation. Are students actively participating and helping to extend the thinking and understanding of classmates, are they able to ask questions, are they able to check their own understanding and get the sort of assistance they need to further their understanding, and do they have choice that allows them to work in a configuration that sparks their curiosity and creativity to explore topics more deeply and to progress at a speed that keeps them interested. The tool allows the observer to provide the teacher with immediate feedback for what is working, what can be refined, and an exercise for reflection on their practice. The other observational data are cataloged and used as a meta look at the practices of the teachers as a whole to identify professional development for the whole group, a small group, or even individuals.
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“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)
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Many thanks for your recommendation, according to Mckinsey Report 2017 reported that for those firm adopted AI earlier, which shown significant of revenue growth. Therefore, AI has significant contribute to the organization performance sustainability.
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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 (andrew.lian@andrewlian.com) though I have no objection to public information either.
Thank you!
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Thank you Ghadi. Yes I do know the journal. My question is about the visibility of Asian research that is perceived as innovative and not just based on traditional understandings of the field but something that may be significantly new.
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Hello all
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
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If you take a closer look at reconstructed image of SRGAN, without seeing the ground truth image, it looks quite realistic. But if you compare the original together with the recovered SRGAN, the texture is not correct. GAN fills something else to the texture part which is not exist in the original picture. The observation becomes clearer at 'text' region in the reconstructed image. If the text is too small or distorted in the original image, SRGAN recovers totally different. It is no longer text or readable in SRGAN. It is because of the loss function I guess. It make the image look realistic in general --> leads to favor natural scene but not unnatural one (text, artificial structure).
This is somehow dangerous if you perform classification task related to these region (i.e. texture classification, licence plate recognition, etc.)
Sorry that I cannot attach the picture but you can take the closer look at visual result in the paper.
Best regards,
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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 ?
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Unfortunately, the Academy of Management Ethics Education Committee would suggest that you would be on dangerous ground to attempt to publish the same publication in multiple journals.
One way around that problem is to make a significant change in the paper and you could then submit the new paper to a different journal or conference.
You may wish to familiarize yourself with the Code of Ethics of the Academy of Management -- or your appropriate academic area, should you be a part of a difference academic field.
Good luck!
CC
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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?
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Dear all, I work in educational innovation through emerging learning technologies, with recent focus on AR, VR and MR (Mixed Realities), among others. In my experience, transformative learning using such technologies is definitely possible, but requires a good understanding of their potential by designers, educational technologists and practitioners, and most importantly, by host institutions (institutional transformation is a 'must' for the uptake of such technologies in education). Once the understanding and adequate knowledge is in place, and potential benefits become evident, then interests by all parties emerges with some good examples of end-user creativity around proposed learning platforms. See the links below where we touch on some of those issues discussed here. Best.
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Technology Enhanced Learning (TEL)
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Hi! You seem to have two different questions, one in the title question and one in your first comment. About technology as enhancement and integrated: It is common to call something technology if it new and still not works as naturally for us as we would wish. When it begins to work well, we first call it an enhancement and then integrated and then forget all about it as technology, because we use it in a functional way without thinking of it. That applies to almost everything, in school from the invention of writing and forwards... Check this quote from Douglas Adams:
“I've come up with a set of rules that describe our reactions to technologies:
1. Anything that is in the world when you’re born is normal and ordinary and is just a natural part of the way the world works.
2. Anything that's invented between when you’re fifteen and thirty-five is new and exciting and revolutionary and you can probably get a career in it.
3. Anything invented after you're thirty-five is against the natural order of things.” (From The Salmon of Doubt, 2002)
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I am looking for datasets that I can use for testing Recommender Systems in Learning. Some of the datasets used in the literature [1][2] includes the TravelWell, the MACE, and the Mendeley datasets. The links provided in [3]  are not longer available and I could not find them anywhere. Where I can find  these datasets?
[1] Dataset-driven Research for Improving Recommender Systems for Learning. Katrien Verbert et al.
[2] Which Algorithms Suit Which Learning Environments? A Comparative Study of Recommender Systems in TEL. Simone Kopeinik et al.
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Thank you Riina Vuorikari for uploading the Travel well dataset
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Dear colleague,
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.
Kind regards,
Ahmed Issa.
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I am interested in everything that is connected with tangible interfaces. If your project can be considered under this angle. We can collaborate.
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I am looking for some scara robot, not too expensive, but as precise as possible to use it as a element for teaching students. Important is to have opportunity of programming it.
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looking to create a closed group to teach/update student nurses specific skills. E.g AED upskill, Venepuncture or cannulation?
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Hi Charlotte,
This is actually a really interesting topic. I don't have any literature to refer to, but I do have experience that relates to your question. I provided clinical supervision the "administrators" (group facilitators) of a closed patient support on FB.
For me as a supervisor, I was drawing from small group dynamics, debriefing, group psychoeducation, ethical decision, and the related stuff that makes clinical supervision helpful. The FB patient group was a closed group (run as an "open group" in terms of group psychotherapy terms) and were screened for any clinically significant and untreated MH problems.
There were 6 admin who interacted in running the group in a "secret" (invisible) FB group they called "the back room". This is where the house keeping stuff, and supervision took place. As a clinical supervisor, what was exceptionally useful was that I had access to the patient and group facilitators interactions in the FB patient support group. That's almost unheard of in clinical supervision, and we usually have only "parallel process" to refer to in place of observing the direct clinician - patient interactions.
The FB setup could be worked in a similar manner to psych and Counsellor education where clinical skills are observed through one-way glass in counselling labs, or students provide digitally recorded interactions for Supervisors and educators to review. The beauty of the FB platform is that you have a written dialogue to refer to, and all the other benefits of FB (reliability, notifications, compression of time etc) Of course the paralinguistic and non verbal behaviour isn't available, but I think that matters so much for achieving learning outcomes. 
I've done some work in nursing education as well, and where there are overlaps with Counseling and psych education, teaching those clinical skills through a FB two-tiered (student group and evaluating educators group) is possible and an exciting area of research. 
I'd be interested to know if there is any past research out there on this as well. 
Hope that helps,
dr.j
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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). 
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Greetings, I recommend:
Biometrics R & D capabilities, solutions, and technology companies UPM
Biometric Research group
Biometric perils and patches
Technology: biometric recognition
doi: 10.1038 / 449,038th
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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?
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Hi, Leah,
What is the aspect of instruction you are interested in analyzing?
I have several publications related to using content analysis, as Claudia mentioned. I focus specifically on the Interaction Analysis Model and have an unpublished manuscript analyzing its validity. Another article, including one of the original authors of the tool, is also attached.
I have also attached a journal article (which just won an award, by the way) about faculty behaviors that promote critical thinking in peer interaction.
Let me know if these are useful, or if you are trying to take your research in a different direction.
Best wishes,
Barb
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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
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Hi Raji,
Trying to answer your question by taking logical skill to mean more like reasoning skill, putting before them questions relating to their  everyday life which would involve their decision making after considering reasoning based on various disciplines would be a good idea.
Salil Bhatt
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Dear all,
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. 
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I used the NASA TLX with some degree of success. Pre and post testing is an indirect measure of CL too, provided all other variables are controlled.
This is a good paper 
Brünken, R. & Plass, J.L., 2003. Direct Measurement of Cognitive Load in Multimedia Learning. , 38(1), pp.53–61.
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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?
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Most of the MOOC application replied on the stable internet access, it was designed to retrieve, interact and digest in that way. I wonder if we consider the infrastructure limitation, this may closer to the traditional e-learning research with a medium that people can bring home and launch standalone.
This idea sounds a little bit old fashion, but it may provide an insight to re-invent the MOOC for internet limited region, or even more, a more localize style MOOC, when I read this news: https://www.theguardian.com/world/2014/dec/23/cuba-offline-internet-weekly-packet-external-hard-drives
This is the most vitality news to see how people interact with the information technology, in their own way. Sorry, not provide too many useful research resources, hope this helps to gain you some new ideas. :)
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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.
many thanks,
Debra
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Dear Debra, my students did not have much problems.   They were able to download lecture notes (as powerpoint) from the college portal.  But we found that when they had the notes in their mobiles or laptops, they did not pay attention during lectures.  So this semester, we do not put notes on the portal anymore.  We taught students Cornell note taking method, and made them write, so that they do not feel secure that they already have notes.  It worked well.  Students are required to pay full attention during lectures.  (For sciences, we have lecture, tutorial and practicals.  These are the 3 modes that we employ to transmit knowledge.)
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At Narxoz University we are finalizing experiment with blended learning that involved 4000 students. I am looking for similar studies, so far no luck.
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Hello, 
I would like to suggest some publications that you can find in my profile. Specifically take a look to the following: 
1. Pellas, N. & Kazanidis, I. (2014). Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses. Computers in Human Behavior, 40(2), 31-43.
2. Pellas, N. & Kazanidis, I. (2014). Engaging students in blended and online collaborative courses at university level through Second Life: Comparative perspectives and instructional affordances. New Review of Hypermedia and Multimedia Journal, 20(2), 123-144.
3. Pellas, N. & Kazanidis, I. (2013). On the value of Second Life for students’ engagement in blended and online courses: A comparative study from the Higher Education in Greece. Education and Information Technologies. DOI: 10.1007/s10639-013-9294-4 (In press).
Maybe you can find some other papers really useful looking in my profile.
Kind regards,
NP
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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
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It should not be an issue whether we beling to a developed or underdeveoped country so as to use/ not use ICT tools for teaching/learning. Because the ICT tools  make the Teaching/ learning process easier/interesting that's why people go for these. Many choices have already been suggested and any one or more of these can be considered depending upon requirement and suitability.
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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:
1. Gamification
2. Socialisation
3. Award system
4. Contests
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On a micro-level, J.M. Keller's ARCS Motivational Learning Theory comes to mind. He was one of the first authors to recognize importance of human emotions in distance learning (1987). Keller's theory is simple - learning should be designed and delivered in such way that evokes learners' attention, shows relevance of the learning material to the learners' goals, builds confidence and affords final satisfaction. Moreover, lack of those elements may actually impede knowledge attrition and retention. Naturally, Keller goes further and talks about specific design approaches that support each of the elements of his theory.
Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach.
Storytelling, gamification (which include contests and award system on a social level), enticing interactivies all play a role in bringing emotional aspect to learning.
I am in total agreement with Yaacov Katz when he talk about the motivational aspects of learning and its delivery.
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I'm doing research on how technology can be used to promote access to education in developing countries. 
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I don't know what it is exactly that you are researching or the mode you are going to approach the subject, I am just sharing with you some ideas on education, that might come handy to you.
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Hello,
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?
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It's a little more complicated than which one is the best and many of the ones that have been shown to be effective aren't necessarily widely available. It's important to consider which ones are effective for the specified domain and context.
Here are some papers that may help you start to sort through the literature that you are finding.
VanLehn, K. (2006). The Behavior of Tutoring Systems. Int. J. Artif. Intell. Ed., 16(3), 227–265.
VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems. Educational Psychologist, 46(4), 197–221.
Martin, B., Mitrovic, A., Koedinger, K. R., & Mathan, S. (2010). Evaluating and improving adaptive educational systems with learning curves. User Modeling and User-Adapted Interaction (UMUAI), 21(3), 249–283. http://doi.org/10.1007/s11257-010-9084-2
Mitrovic, A., Koedinger, K. R., & Martin, B. (2003). A Comparative Analysis of Cognitive Tutoring and Constraint-Based Modelling. In P. Brusilovsky, A. T. Corbett, & F. de Rosis (Eds.), 9th International Conference on User Modeling (UM) (pp. 313–322). Johnstown, PA, USA: Springer-Verlag. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.101.1952
The International Journal of Artificial Intelligence in Education (IJAIED), User Modelling and User Adapted Interaction (UMUAI), and IEEE Transactions on Learning Technologies (TLT) will be good places to start your investigation of this area in a less overwhelming way.
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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.
Many thanks,
Debra
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This is a great question and I’ve enjoyed reading the existing submissions and examples. I tend to agree there is no “one” right template for course design (or layout for that matter), and many of the major course (and content) management systems have templates to choose from with respect to the graphical user interface as it concerns major and secondary navigation structures. If one is using one of the ubiquitous platforms like Blackboard, e-College, Desire2Learn, Moodle, edX.org, etc., you might ask the folks at these companies something like: Which layout schemes/nav structures are in widest use, most preferred (or least used) as related to your type of course and target audience? There is something to be said for standardization of the graphical user interface (GUI) over time as it facilitates familiarity, lowers those initial interface barriers, etc.
This said, if you want to strike out on your own with respect to the interface, it might be worthwhile, depending on your budget to conduct some use case scenarios with members of the target audience, develop some general personas of your typical users, and then ask them for feedback on completing some simple tasks within the environment (e.g., find/purchase a resource from the online store or library, add it to your personal space, create a collection with this and personal URLs of additional resources and share it via the community discussion forum, etc.). There are consultants for a modest fee that will conduct this type of GUI optimization for you, with some cool split screen videos that depict the facial expression of the user completing the scenario alongside the tracking of the mouse on the web site from the same user, as they perform a “think-aloud” sharing what they perceive as they attempt the task. It only takes 5-8 of these folks to provide keen insight and may help settle any internal “opinions” on nav structure and labeling of the same (e.g., what you call things matter)!
With respect to the “instructional design” of the course, this is a different matter altogether as related to a “template” and will, I suspect, draw upon your particular learning theory, desired learning outcomes for the course, and the sequence, frequency, and type of interactions you desire of your learners. Some of the “traditional” online courses are focused on weekly readings, reflections via a discussion forum, some larger group or individual project, alongside some longer individual writing assignments and online multiple choice tests. There are moves for more peer-to-peer interaction versus instructor-peer interaction (take MOOCs for example), and even in formal instructor-led courses, collaborative projects that involve individual accountability as well as an overall team grade, so all pull their weight equally.
I've read some nice things from Curtis Bonk at Indiana (years ago) about how to elevate peer-to-peer interaction in forums such as having weekly web discussion forum "starters" and "wrappers" to begin and conclude student-selected topics from an instructor list, pairing folks online with "critical web buddies" to overcome feelings of isolation, etc.
If you think about facilitating deeper and more flexible learning of knowledge and skills in the science, technology, engineering and mathematics (STEM) areas, some espouse that the learning should be grounded in the exploration of locally relevant science phenomena and in designing solutions to engineering problems. With instructor guidance, learners could ask their own intrinsically motivated questions about how and why, as they wrestle with their own learning, engaging in practices such as developing and using models to understand phenomenon, collecting and analyzing data via investigations and designed solutions, incorporating mathematics and computational thinking, and communicating/arguing their claims and explanations based on evidence. The National Academy of Sciences developed a Framework addressing this “three-dimensional” nature of learning espousing that students will more deeply understanding the core ideas of science as they are engaged in the practices of science and engineering, and recognizing cross-cutting concepts such as patterns, system and system models, cause and effect, etc.
So, to the degree that one could look at the modes of delivery (synchronous/asynchronous), the mediums of delivery (web narrative/images, video, case studies, simulations, animations, immersive environments, augmented reality, mobile learning, online gaming, discussion forums, onsite lecture/demonstration, etc.), and the instructional methods at your disposal (debate, role-play, individual and/or group projects, investigations, design challenges, student presentation, student co-facilitating/teaching, etc.) , you might think about how the affordances across these areas might be “intermingled” and offered as varied opportunities for achieving the same targeted learning outcomes.
For example, video is good for affective motivation (if you seek changes in attitude/awareness to a topic), and has affordances for learning STEM topics such as slow motion; freeze frame, zoom, and rewind--that make exploration of certain science phenomena visible that otherwise would not. Simulations allow users to control variables that interact with each other and facilitate understanding of causal relationships in complex inter-related systems. Role-playing and case studies allow users to assume and learn about identities, explore dependencies, and engage in authentic scenarios as they apply critical thinking skills and analyze potential causes, anticipated outcomes, etc. So it's about how you might structure different learning pathways to facilitate coherent learning outcomes...
I hope this gets the creative juices flowing!
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 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.
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Marina:
Very relevant research that is in keeping with the move to go paperless in the 21st Classroom, allowing students the flexibility and convenience to study anywhere and anytime. I hope the RG link and attached on flexible learning environments can be of some help as I have not done research on your topic.
Best regards,
Debra
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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.
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Technology adoption theory can be relevant here. See attached.
Best regards,
Debra
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I am a beginner teacher and my students just have their movile devices to use. Do I need to know how to program? Does your app have 3D object?
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Flash Augmented Reality Authoring System (FLARAS) is a visual authoring tool for interactive Augmented Reality applications
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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?
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Learning in a Flash, available at https://www.researchgate.net/publication/266477068_Learning_in_a_Flash, may be of tangential interest. The article recognizes that text is no longer the primary means of learning transfer and argues that character-based simulation—in which animated characters provide a social context to motivate learners—can improve cognition and recall and bodes well for high-impact e-learning. (So, the article is not about Massive Open Online Courses per se but about e-learning and the value that flash animations, which could be made part of MOOCS, might bring that.)
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What are the latest researches in tracing the cognitive paths of students while engaged in learning?
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Students learn by making the topic interesting and relating it with real life situations.
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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. 
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Here are two sources I have used and found very instructive:
  • Integrating Educational Technology into Teaching, Roblyer and Doering, Pearson
  • Computer Education for Teachers, Vicki Sharp, Wiley.
Debra
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What resources of technology can serve the real purpose to improve teaching of non technical subjects such as English? 
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Syed:
I had to do a feature address at a principal's conference on your topic, so I hope the attached would be helpful to you.
Best regards,
Debra
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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. 
Thank you 
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You might also find useful  "Kolb’s Experiential Learning Cycle". If you want have a look at the following link:
Konak, A., Clark, T. K., & Nasereddin, M. (2014). Using Kolb’s Experiential Learning Cycle to improve student learning in virtual computer laboratories. Computers and Education, 72, 11–22. http://doi.org/10.1016/j.compedu.2013.10.013
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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!! 
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Dinglei:
My concern with your question is that it implies that to teach online you tweak a f2f course, rather than rethink the pedagogy.  Some of the answers you've gotten respond to your question as asked, but basically explain a redesign of pedagogy.  Of course, what's missing from your question and some of the responses is the detail about what type of online course you/they are talking about.  My big issue with research about online education is the failure of the researcher to be specific about the instructional approach/pedagogy they study; report on.  There's a big difference between asynchronous and scheduled asynchronous, and synchronous, without mixing in blended.   They are different.  Have different pedagogies, and different approaches to content (or should) .  To think about those differences as tweaks or to only tweak a f2f course lessens the quality of online learning.
A different take
Ray
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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?
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Hello Pablo,
I'd like to provide an answer to a slight variation of the question you've posed.  ¿What are the similarities between teaching via collaborative learning and online/hybrid learning?  My research points to three things that must be considered very carefully by teachers in these contexts:
(1) Skills for successful autonomous learning often must be taught and modeled.  Many of our strongest students have learnt these skills tacitly in one form or another, but my experience is that the majority of students have not.
(2) It is one thing to convince a group of students they must be responsible for their own learning, and it is another thing to change their epistemic beliefs regarding the nature of knowledge creation.  In that autonomous learning proves to be important in both collaborative learning and online/distance learning, the skills are not enough.  They are much more effective if the students come to acknowledge that they are now the creators of their new knowledge.  (I.e., they see the benefit, and they do not interpret the situation as the "teacher not doing their job.")
(3) Students want to be a part of a community.  The more opportunities to authentically work with other students, the better.  And, as it should not be assumed that the students will learn the other skills "along the way," it is best to provide specific activities to encourage students to build community early.
First, let me stress that I do not mean to suggest that these are not issues in regular classrooms.  But, it was a key point in my research when I first discovered the parallels of these three aspects in inquiry based learning and online instruction.  Second, I do not want to suggest that all students do not already know this.  In fact, having students share their strategies with each other has been a powerful learning experience for me, too.
Hope this proves to be useful information.
Cheers,
    gh
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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. 
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I am looking for some good references which are dealing with cross-cultural/cross-country differences in online learning. 
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Colleagues:
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?
Many thanks,
Debra
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Dear Debra,
the way I see your question is the same of Robin. It seems to me that you want to focus on the pedagogical contribution of the technology on the learning outcomes, and not on the technology in itself. For this reason, I suggest to you read it though the attached paper "Enhanced engineering education using smart class environment". Here the authors evaluated the usability and satisfaction of the educators and the learners from the enhanced eLearning through a survey, done through a Likert scale. Such a survey might give you food for thought for running your evaluation. 
I hope it helps!
Best wishes
Ilaria
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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.
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Hello
If you want please check some publications in my profile.
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NP
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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?
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Hello please take a look on my profile.
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NP
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I just wonder to know how can i assess Fill-in Concept maps? Do you have any reliable Article or info about assessing fill-in concept map?
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Novak (1986) used concept mapping, or semantic networks, as a way to check on learning. Because of this, you may consider making it part of a pre/post test to assess how much your students have learned and not necessarily make it a pre-filled student handout with pre-distributed, blank nodes. However, if you are set on doing it this way, I would recommend a three-tiered system that rates them similarly to how Novak rated semantic networks: novice, intermediate, and expert. You can then assign a score based on a rubric you develop that informs you, howbeit somewhat subjectively, how well students command the subject material. 
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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:
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