scholarly journals Experiences of using Unicam for asynchronous video assessment of the Irish language

2021 ◽  
pp. 194-199
Author(s):  
Rob Lowney ◽  
Gearóidín Uí Laighléis ◽  
Seán Mac Risteaird ◽  
Éadaoin Ní Mhuircheartaigh
Keyword(s):  
Teacher Education ◽  
Language Education ◽  
Learning Tool ◽  
Web Based ◽  
Irish Language ◽  
Video Assessment ◽  
Use Of Technology ◽  
Assessment Tasks ◽  
Video Creation ◽  
The Web

Video is used widely in language education as a learning tool and a production tool for students to demonstrate oral competence. In response to the Covid-19 pandemic, Irish language lecturers at Dublin City University (DCU) set asynchronous video assessment tasks for students on teacher education programmes. Tasks were completed using the web-based Unicam platform, which streamlines video creation and submission, allowing students to focus on their task and not technical affairs. Students’ and the teaching team’s Unicam experiences were evaluated through anonymous surveys drawing on the Unified Theory of Acceptance and Use of Technology. Both parties were neutral to slightly positive in their attitudes towards the Unicam tool.

Leveraging Technology to Promote Assessment for Learning in Higher Education

2011 ◽  
pp. 224-236
Author(s):  
Christopher DeLuca ◽  
Laura April McEwen
Keyword(s):  
Higher Education ◽  
Assessment For Learning ◽  
Self Assessment ◽  
Web Based ◽  
Large Group ◽  
Use Of Technology ◽  
Pre Service Teacher Education ◽  
Learning Development ◽  
Pre Service Teacher ◽  
The Web

Assessment for learning (AFL) is a highly effective strategy for promoting student learning, development and achievement in higher education (Falchikov, 2003; Kirby & Downs, 2007; Nicol & Macfarlane-Dick, 2006; Rust, Price, & O’Donovan, 2003; Vermunt, 2005). However, since AFL relies on continuous monitoring of student progress through instructor feedback, peer collaboration, and student self-assessment, enacting AFL within large-group learning formats is challenging. This paper considers how technology can be leveraged to promote AFL in higher education. Drawing on data from students and instructors and recommendations from an external instructional design consultant, this paper documents the process of pairing technology and AFL within a large-group pre-service teacher education course at one Canadian institution. Recommendations for the improvement of the web-based component of the course are highlighted to provide practical suggestions for instructors to evaluate their own web-based platforms and improve their use of technology in support of AFL. The paper concludes with a discussion of areas for continued research related to the effectiveness of this pairing between assessment theory and technology.

Teaching or Technology

2011 ◽  
pp. 264-283
Author(s):  
Geoffrey C. Mitchell ◽  
Beverly G. Hope
Keyword(s):  
Teaching And Learning ◽  
Technology In Education ◽  
Flexible Learning ◽  
Web Based ◽  
Web Technologies ◽  
Use Of Technology ◽  
Traditional Approaches ◽  
Poor Teaching ◽  
Web Based Education ◽  
The Web

Fuelled by the increasing connectivity afforded by the Internet and the flexibility offered by Web technologies, the use of technology in education has become increasingly common. However, despite claims that the Web will revolutionise education, many attempts at Web-based education simply reinforce current ‘poor’ teaching practices or present more of the same disguised in updated packaging. We argue that this occurs because of differing pedagogical assumptions and a limited understanding of how flexible learning differs from traditional approaches. In particular, we argue that flexible learning demands an increased focus on constructivism and the sociological aspects of teaching and learning. This chapter presents two frameworks that situate our approach to flexible learning with respect to more traditional offerings and discusses the implications for educational technology design.

scholarly journals THE USE OF DIGITAL TECHNOLOGY IN ESP: CURRENT PRACTICES AND SUGGESTIONS FOR ESP TEACHER EDUCATION

2020 ◽  
pp. 017
Author(s):  
Elis Kakoulli Constantinou ◽  
Salomi Papadima-Sophocleous
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Language Education ◽  
Use Of Technology ◽  
Information And Communication ◽  
Ict Tools ◽  
The Republic ◽  
Republic Of Cyprus ◽  
The Way

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices.  This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Republic of Cyprus describing their use of technology (hardware and software) for the preparation and delivery of their courses. Furthermore, it outlines ESP practitioners’ views on the inclusion of a component on the use of technology in ESP teacher education. The paper concludes with suggestions regarding opportunities for professional development on issues related to the integration of ICT tools in ESP teaching and learning.

Supporting Collaborative Learning in the Architectural Domain

2012 ◽  
pp. 328-356
Author(s):  
Martin Wolpers ◽  
Martin Memmel ◽  
Alberto Giretti ◽  
Miquel Casals ◽  
Katja Niemann ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Architectural Design ◽  
Single Point ◽  
Architecture Education ◽  
Web Based ◽  
European Universities ◽  
Use Of Technology ◽  
Digital Objects ◽  
Architecture And Design ◽  
The Web

This chapter discusses the use of technology in supporting the study of architecture and design in Higher Education. Digital (often open) educational architecture resources are widely spread throughout a number of repositories that do not interoperate with each other. This means that no single point of access or support for potential collaborative learning exists. The potential impact of these barriers on education in architecture, in terms of its availability as a series of digital objects through the Web, is strongly limited. The authors introduce Metadata for Architecture in Europe (MACE), a Web based support system for architecture education that has been designed as a means of creating a collective external memory of architecture content that reduces those barriers to knowledge-sharing in architecture. After introducing MACE, the chapter presents the results of an evaluation of the MACE system that was carried out in architectural design courses in four European universities by a total of around 200 students. Much of the analysis focuses on the collaborative learning aspects of the architectural design courses.

AluMATTER, a New Interactive e-Learning Tool

2006 ◽  
Vol 519-521 ◽  
pp. 1209-1214
Author(s):  
Jürgen Hirsch ◽  
Christian Leroy ◽  
Andrew Green
Keyword(s):  
Learning Program ◽  
Learning Tool ◽  
Web Based ◽  
Distant Learning ◽  
E Learning ◽  
The Web

The web-based e-learning tool “AluMATTER” is presented which can be accessed under the address “http://aluminium.matter.org.uk” and offers a new interactive course for students, engineers or technicians to learn all about Aluminium science and technologies. The e-learning program fulfils all distant learning requirements and intends to supplement regular teaching courses. It allows users to access the material in a context relevant to their own requirements and background.

scholarly journals Determinant Factors Affecting the Web-based Training Acceptance by Health Students, Applying UTAUT Model

2017 ◽  
Vol 12 (10) ◽  
pp. 112 ◽  
Author(s):  
Asgar Sattari ◽  
Mohammadhiwa Abdekhoda ◽  
Vahideh Zarea Gavgani
Keyword(s):  
Technology Use ◽  
Training Methods ◽  
Cross Sectional Survey ◽  
Web Based ◽  
Utaut Model ◽  
Factors Influencing ◽  
Use Of Technology ◽  
E Learning ◽  
The Impact ◽  
The Web

Nowadays Web-based training (WBT) is the most advanced training methods. With the increasing use of modern methods of training in universities necessity of identification of the factors influencing the acceptance of web-based training becomes more obvious. This study examines the factors influencing the acceptance of web-based training by students. This study was cross-sectional survey and conducted from August to December 2016. As sample, 239 students of Tabriz University of Medical Sciences (TUOMS) were asked to participate in this study and fill the corresponding questionnaires. The unified theory of acceptance and use of technology (UTAUT) was applied to investigate and explain the acceptance of E-learning. The data were analyzed by SPSS v.16. Findings revealed that the web- based training acceptance was directly influenced by performance expectancy, effort expectancy, facilitated condition, and attitude toward technology, self-efficacy, and anxiety. In contrast the impact of the social influences hadn’t been observed on behavior indentation. The findings indicated that UTAUT model explains about 58% of the variance for adoption of WBT. The study not only provides an indicator of students’ acceptance of E-learning, but also recognizes the important factors that would contribute to its successful use. The simulating or disappointing factors effecting use of the E-learning systems in university have been understood in a well-organized way according to the received results. Decision makers should apply these conclusions to improve strategies to align users’ expectations with use of technology use learning.

Bridging the Language Gap With Emergent Technologies

2020 ◽  
pp. 83-101 ◽  
Author(s):  
Jorge Francisco Figueroa
Keyword(s):  
Web 2.0 ◽  
Emerging Technologies ◽  
Language Education ◽  
Language Instruction ◽  
Game Based Learning ◽  
Emergent Technologies ◽  
Use Of Technology ◽  
The Web ◽  
Immersive Technologies ◽  
The Way

The use of technology in language instruction revolutionized the way and the feel education was provided. Several modes helped students with their language gap. Nowadays, emergent technologies including the Web 2.0, gamification and game-based learning, and immersive technologies has taken language education by storm benefitting and bridging the language gap. This chapter provides an overview of how emerging technologies are changing the paradigm and contributing positively as a bridge to confront the language gap.

scholarly journals Video Assessment Tasks in Tertiary Education: Practice and Experience in STEM

2020 ◽  
Author(s):  
Matthew Roughan
Keyword(s):  
Student Engagement ◽  
Tertiary Education ◽  
Education Practice ◽  
Video Assessment ◽  
Traditional Assessment ◽  
Assessment Tasks ◽  
Interesting Approach ◽  
Video Creation ◽  
Traditional Assessments

The COVID-19 (Coronavirus) pandemic mandated many changes in delivery and assessment in the first half of 2020. This paper describes one tool for assessment that might never have been trialled without this impetus – video creation – that proved to be a valuable and interesting approach with many advantages over traditional assessment methods. Used in conjunction with traditional assessments I believe this will enhance both quality of assessment and student engagement.

Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency

2012 ◽  
Vol 27 (1) ◽  
pp. 15-32 ◽  
Author(s):  
Cathy Newman-Thomas ◽  
Cindy Ann Smith ◽  
Xinting Zhao ◽  
Caroline I. Kethley ◽  
Herbert J. Rieth ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Self Efficacy ◽  
Oral Reading Fluency ◽  
Web Based ◽  
Education Practice ◽  
Use Of Technology ◽  
Quality Learning

Technology is used widely in teacher education for a variety of purposes, including skill development. Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education goals. This study investigated the feasibility and utility of technology to teach preservice teachers to accurately assess oral reading fluency (ORF), an important skill for monitoring growth in reading. In this study, in-class practice with peers was compared to web-based audio and video practice conditions. All groups (N = 18) made significant improvements on a test of knowledge about reading fluency and for skills in their accuracy in scoring ORF probes. On a measure of self-efficacy for teaching and assessing ORF, unlike their peers in the audio and video conditions who made statistically significant change, the in-class practice group did not become more confident following instruction. However, they made similar gains in skills and knowledge, suggesting that technology-based practice conditions may be a more effective method for increasing self-efficacy. This study has implications for teacher education practice, supporting the use of technology to deliver effective skills practice for developing accuracy in scoring ORF, a common curriculum-based measure of reading competency.

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