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Educational Technology and the New World of Persistent Learning最新文献

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Use of Humanoid Robots for Students With Intellectual Disabilities 智障学生使用人形机器人
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH011
Ayse Tuna, E. Ahmetoğlu
{"title":"Use of Humanoid Robots for Students With Intellectual Disabilities","authors":"Ayse Tuna, E. Ahmetoğlu","doi":"10.4018/978-1-5225-6361-7.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH011","url":null,"abstract":"In parallel with the significant developments in robotics, humanoid robots have become popular recently. It is known that when humanoid robots are used for educational goals, students become more interested in learning activities, develop better situation awareness through exercises and physical activities, and learn more effectively. Therefore, humanoid robots will possibly play a key role in education in the future. Since humanoid robots have enhanced social skills, are able to repeat a particular sequence many times, and provide real-time feedback, they can improve the engagement of students with intellectual disabilities and may find significant acceptance in specific target groups, such as students with autism spectrum disorder. In this chapter, the authors investigate the use of humanoid robots for students with intellectual disabilities and review existing approaches in this domain. In addition, limitations and challenges to the use of humanoid robots for educational goals are discussed. Finally, the authors investigate research challenges in this domain and state future research directions.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128405660","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: 0
Multi-Perspective Concept Mapping in a Digital Integrated Learning Environment 数字集成学习环境中的多视角概念映射
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH007
W. Nuninger, Claudia Picardi, A. Goy, G. Petrone
{"title":"Multi-Perspective Concept Mapping in a Digital Integrated Learning Environment","authors":"W. Nuninger, Claudia Picardi, A. Goy, G. Petrone","doi":"10.4018/978-1-5225-6361-7.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH007","url":null,"abstract":"Improving higher education requires a pedagogical transformation of the trainers but also of the learners committed in their learning activities. In the framework of distance learning and WIL, learner-centered pedagogical approaches are useful. Thus, the Conceptual Map Project (CMP) is proposed with the support of Perspec-Map, a software aimed at strengthening the knowledge acquisition in automatic control of the audience in WIL. Perspec-Map is a web application promoting reflexive learning based on the sharing of users' point of view, thanks to multi-perspectives. It is an additional support for collaboration and blended-course momentum, changing the behavior of all the parties involved. On the basis of an evaluation with users, several improvements are envisioned: easier map design; management of the trainer-perspective for an improved reference map enriched by the peer reviews; availability of a digitally assisted trainer dashboard for map quality assessment, skills recognition, and facilitated guidance. These last issues demand an ethics and learning analytics.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114216641","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: 3
Virtual Learning Environments as a Continuous Assessment Tool in University Students 虚拟学习环境作为大学生的持续评估工具
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH012
Piero Espino Roman, Eugenia Olaguez Torres, R. Hernández
{"title":"Virtual Learning Environments as a Continuous Assessment Tool in University Students","authors":"Piero Espino Roman, Eugenia Olaguez Torres, R. Hernández","doi":"10.4018/978-1-5225-6361-7.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH012","url":null,"abstract":"This chapter presents the development of a virtual learning environment through the use of e-assessment based on web technologies. This virtual environment development consists in the use of Code Igniter developed by EllisLab. Bootstrap was also simultaneously used, which is a framework developed within Twitter, with the objective of standardizing the tools that are used in the development. This virtual environment allowed to assess and keep track of the work of a selected group of students from the Mechatronics Engineering academic program of the Universidad Politécnica de Sinaloa in Mexico, which, throughout the course, allowed teachers to manage the students' assessments. As a conclusion, it was found that the virtual learning environment using e-assessment contributes to the teacher-student interaction within a virtual environment and in an online modality. Finally, it was reported that time spans in different areas were optimized, such as the areas of elaboration, design, application, and feedback of the university students' assessment.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114303255","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: 3
Virtual and Augmented Reality 虚拟和增强现实
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH002
L. Bailey
{"title":"Virtual and Augmented Reality","authors":"L. Bailey","doi":"10.4018/978-1-5225-6361-7.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH002","url":null,"abstract":"This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116869570","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: 1
Classroom Applications of Automated Writing Evaluation 自动写作评估的课堂应用
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH008
C. Palermo, M. Thomson
{"title":"Classroom Applications of Automated Writing Evaluation","authors":"C. Palermo, M. Thomson","doi":"10.4018/978-1-5225-6361-7.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH008","url":null,"abstract":"The majority of United States students demonstrate only partial mastery of the knowledge and skills necessary for proficient writing. Researchers have called for increased classroom-based formative writing assessment to provide students with regular feedback about their writing performance and to support the development of writing skills. Automated writing evaluation (AWE) is a type of assessment for learning (AfL) that combines automated essay scoring (AES) and automated feedback with the goal of supporting improvements in students' writing performance. The current chapter first describes AES, AWE, and automated feedback. Next, results of an original study that examined students' and teachers' perceptions of automated feedback are presented and discussed. The chapter concludes with recommendations and directions for future research.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128661059","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: 1
New Technology for the Classroom 课堂新技术
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH001
L. Bailey
{"title":"New Technology for the Classroom","authors":"L. Bailey","doi":"10.4018/978-1-5225-6361-7.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH001","url":null,"abstract":"New developments in educational technologies are making it possible for teachers to bring technology into the classroom more than ever before. This chapter provides an overview of educational technologies related to mobile devices, artificial intelligence, intelligent tutoring systems, and robotics. As developments in computer technologies advance over time educators will need to cultivate better understanding and skills for using technology with a well conceptualized instructional design. Concepts are offered here to further discussions on how new technologies will support persistent and personalized learning in the not too distant future. Educational leaders must begin to think about on how to incorporate different technologies as well as potential resource constraints that school systems need to consider in order to achieve broader educational technology integration goals.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126891794","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: 5
Supporting Learners in the Classroom 在课堂上支持学习者
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH009
L. Bailey
{"title":"Supporting Learners in the Classroom","authors":"L. Bailey","doi":"10.4018/978-1-5225-6361-7.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH009","url":null,"abstract":"To facilitate learning in the classroom, an instructor must use techniques to differentiate and manage instruction while balancing the type and amount of instructional support necessary to help learners achieve their goals. A major set of considerations for an instructor or facilitator in the classroom has to do with determining (1) the appropriate philosophy of teaching and learning for a given body of knowledge or set of tasks, (2) how to optimize the learning environment to make it conducive to learning, and (3) the amount of support or scaffolding that will be required within educational contexts. This perspective piece is intended for pre-service teachers; however, the main ideas surrounding the 3CE model of classroom facilitation can be used by any instructional leader in various instructional formats (online, face-to face, or blended).","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133118117","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: 0
The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation 在社会研究课程中使用数字讲故事活动对学生参与和动机的影响
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH003
Mustafa Saritepeci, Hasan Çakır
{"title":"The Effect of Digital Storytelling Activities Used in a Social Studies Course on Student Engagement and Motivation","authors":"Mustafa Saritepeci, Hasan Çakır","doi":"10.4018/978-1-5225-6361-7.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH003","url":null,"abstract":"The aim of this chapter is to investigate the effect of digital storytelling activities used in the Social Studies course on student engagement and motivation. To this end, a quasi-experimental pattern with pre-test and post-test control group design was used in the study. A total of 119 students were included in the study. The motivation scale and the engagement scale were used for data collection in the 10 week implementation. According to the results of the study, the students who participated in digital storytelling activities were more active in the learning process, spent more effort, had increased communication and interaction with their teachers and friends, and spent more time for activities within the scope of the Social Studies course compared to the control group students. Additionally, the use of digital storytelling in the Social Studies course was found to be more effective compared to the regular course program in terms of improving motivation.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125545664","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: 6
Pathways of Divergence, Convergence, and Adaptation to Persistent Learning 持续学习的发散、收敛和适应途径
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH004
James R. Ford
{"title":"Pathways of Divergence, Convergence, and Adaptation to Persistent Learning","authors":"James R. Ford","doi":"10.4018/978-1-5225-6361-7.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH004","url":null,"abstract":"This chapter proposes to examine how rapid change occurring in all sectors of our society as they relate to education paradigms must be addressed to embrace new avenues of learning and new charters for educational change.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127902513","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: 0
Development of a Mobile Application for Learning Style Prediction 学习风格预测移动应用的开发
Educational Technology and the New World of Persistent Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6361-7.CH010
Eugenia Olaguez Torres, P. Espino, J. Garcia
{"title":"Development of a Mobile Application for Learning Style Prediction","authors":"Eugenia Olaguez Torres, P. Espino, J. Garcia","doi":"10.4018/978-1-5225-6361-7.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-6361-7.CH010","url":null,"abstract":"This chapter presents the development of a mobile application through the use of intelligent systems adapted to learning styles in accordance to the models of Feder-Silverman and Kolb. This development takes place in a Java programming language within the Android Studio development environment, which at the same time uses the SQLite mobile data base. The mobile application allowed the authors to identify the learning styles of students from the Mechatronics Engineering academic program that show some sort of educational backwardness in the subject of differential calculus. It was found that, according to the Felder-Silverman model, the style that predominates among students is the auditory style, while in accordance to the Kolb model, it was identified that the reflective style was the most common learning style amongst mechatronics students. It is concluded that through the use of this mobile application, students are able to identify the learning style, predict, and apply appropriate learning techniques to their learning style.","PeriodicalId":253026,"journal":{"name":"Educational Technology and the New World of Persistent Learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132310671","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: 0
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