2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)最新文献

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Work in progress: Use of mobile technology to deliver training in blended learning and independent study formats 正在进行的工作:利用移动技术提供混合学习和独立学习形式的培训

2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2015-12-01 DOI: 10.1109/TALE.2015.7386028

M. Samaka, M. Ally

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引用次数: 4

Researching and supporting student note-taking: Building a multimedia note-taking app 研究和支持学生笔记:建立一个多媒体笔记应用程序

2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2015-12-01 DOI: 10.1109/TALE.2015.7386015

D. Towey, David Foster, Filippo Gilardi, Paul Martin, Andy White, C. Goria

{"title":"Researching and supporting student note-taking: Building a multimedia note-taking app","authors":"D. Towey, David Foster, Filippo Gilardi, Paul Martin, Andy White, C. Goria","doi":"10.1109/TALE.2015.7386015","DOIUrl":"https://doi.org/10.1109/TALE.2015.7386015","url":null,"abstract":"In late 2014 collaborative research was undertaken between colleagues in the departments of Computer Science, International Communications, the Centre for English language Education (CELE), and the Language Centre at a global higher education institution (HEI-A), located partly in mainland China. This research aims to explore student note-taking habits, especially in the context of more multimedia-intense content. As part of this, student note-taking habits have been observed and studied, and a software application is being developed which will both support student multimedia note-taking, and facilitate research into note-taking habits. An interesting aspect of this project has been the inclusion of HEI-A undergraduate computer science students as software developers. This paper outlines some findings of our research in terms of defining student note-taking habits, describes some of the issues we faced during the first stages of the project and gives a short description on how this application could be used for teaching and research purposes in the future.","PeriodicalId":216649,"journal":{"name":"2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125417695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

The brokerage work of school technology coordinators 学校技术协调员的中介工作

2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) Pub Date : 2015-12-01 DOI: 10.1109/TALE.2015.7386012

F. Lin, Guey-Fa Chiou

{"title":"The brokerage work of school technology coordinators","authors":"F. Lin, Guey-Fa Chiou","doi":"10.1109/TALE.2015.7386012","DOIUrl":"https://doi.org/10.1109/TALE.2015.7386012","url":null,"abstract":"This study investigated the problems of inefficiency that school technology coordinators (STCs) face in ICT integration instruction by examining their social networks of knowledge sharing. The authors conducted an ego-centric network survey of school technology coordinators' knowledge sharing to explore their brokerages work in exchanging knowledge with colleagues from different positions. The findings revealed that STCs rarely acquired the municipal help of ICT integration instruction. The dissemination of ICT integration instruction practices lacked brokerage pathways. STCs in exemplary schools of ICT-integration instruction had more opportunities to liaise with STCs of other schools regarding ICT practices relative to similar opportunities regarding ICT-integration instruction. STCs are \"representatives\" who can put technician staffs of their respective schools in touch with STCs of other schools through technology knowledge exchange. This study provides quantitative evidence from social network analysis to answer why STCs have not received the necessary support for them to be effective. Strategies are needed to encourage STCs in exemplary schools to share knowledge to STCs of other schools. Educational administrators should increase or create the institutional supports for practices of ICT integration instruction.","PeriodicalId":216649,"journal":{"name":"2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124997910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

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