scholarly journals Real-time learning analytics system for improvement of on-site lectures

2018 ◽  
Vol 15 (4) ◽  
pp. 314-331 ◽  
Author(s):  
Atsushi Shimada ◽  
Shin’ichi Konomi ◽  
Hiroaki Ogata
Keyword(s):  
Real Time ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Large Scale ◽  
Feedback System ◽  
Learning System ◽  
Content Type ◽  
New Strategy ◽  
Teachers And Students ◽  
Scale Experiment

Purpose The purpose of this study is to propose a real-time lecture supporting system. The target of this study is on-site classrooms where teachers give lectures and a lot of students listen to teachers’ explanations, conduct exercises, etc. Design/methodology/approach The proposed system uses an e-learning system and an e-book system to collect teaching and learning activities from a teacher and students in real time. The collected data are immediately analyzed to provide feedback to the teacher just before the lecture starts and during the lecture. For example, the teacher can check which pages were well previewed and which pages were not previewed by students using the preview achievement graph. During the lecture, real-time analytics graphs are shown on the teacher’s PC. The teacher can easily grasp students’ status and whether or not students are following the teacher’s explanation. Findings Through the case study, the authors first confirmed the effectiveness of each tool developed in this study. Then, the authors conducted a large-scale experiment using a real-time analytics graph and investigated whether the proposed system could improve the teaching and learning in on-site classrooms. The results indicated that teachers could adjust the speed of their lecture based on the real-time feedback system, which also resulted in encouraging students to put bookmarks and highlights on keywords and sentences. Originality/value Real-time learning analytics enables teachers and students to enhance their teaching and learning during lectures. Teachers should start considering this new strategy to improve their lectures immediately.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA MELALUI METODE SQ3R PADA PEMBELAJARAN SEJARAH KELAS XII SMA NEGERI 1 TEMBILAHAN HULU

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 79-96
Author(s):  
Wardiah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning System ◽  
History Learning ◽  
Teachers And Students ◽  
Improve Student Learning ◽  
Daily Test

Low activity, student creativity in the learning process can result in the teaching and learning process being less than optimal so that the material presented is incomplete according to the expected completeness criteria. From the results of observations and discussions with the history subject teacher, information is obtained that the learning system has not fully involved students as the subject of learning consequently the final result to be achieved, namely individual and classical learning completeness with KKM (minimum completeness criteria) has not been achieved. One of the efforts made to improve the process and student learning outcomes, a learning method is used that makes it easier for students to compile and understand information or the content of the lesson text in increasing understanding of social studies subject matter so that learning outcomes are expected to increase, through the use of the SQ3R method. Based on the background of the problem, the formulation of the problem in this study is: "How are the students' learning outcomes increased through the SQ3R method in history learning for students of XII SMA Negeri 1 Tembilahan Hulu Indragiri Hilir? "The purpose of this study is to determine the activities of teachers and students as well as the improvement of student learning outcomes in history subjects through the SQ3R method for class XI SMAN 1 Kateman Indragiri Hilir. The conclusion of this study is that the student learning outcomes, before CAR the average daily test was 64.3, after the CAR based on the daily test cycle I increased to 81.8 and was included in the good category. In the second cycle of daily tests, it increased again to 92.8 and was included in the very good category. Thus, the use of the SQ3R method can improve student learning outcomes in history learning for class XII at SMAN 1 Tembilahan Hulu, Indragiri Hilir Regency

Measuring and Evaluating ICT Use

2009 ◽  
pp. 326-339 ◽  
Author(s):  
Romina Jamieson-Proctor ◽  
Glenn Finger
Keyword(s):  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Large Scale ◽  
Relative Advantage ◽  
Educational Systems ◽  
Ict Use ◽  
Strategic Plans ◽  
Teachers And Students ◽  
Information And Communication

Teaching and learning in the 21st Century requires teachers and students to capitalise upon the relative advantage of integrating Information and Communication Technologies (ICT) to enhance current curriculum, pedagogy and assessment approaches, as well as transform teaching and learning. While most educational systems agree that ICT has the potential to transform teaching and learning, attention has been given recently to the challenge of how to measure and evaluate the impact ICT is having on teaching and learning. This Chapter argues that the most important focus in measuring ICT use needs to be on student use of ICT, as policies and teacher professional development initiatives by themselves are insufficient to ensure that student learning is either enhanced or transformed through ICT use. Insights are provided into the development of a contemporary instrument, for use by Education Queensland, Australia, which aims to measure teacher perceptions of the quantity and quality of student use (as opposed to teacher use) of ICT in the curriculum. The instrument enables teachers and schools to identify their current and preferred levels of student ICT use, and from this, to generate discussion about the integration and transformational potential of ICT and to develop strategic plans to achieve their preferred level of student use. This Chapter also provides summaries of the implementation of the instrument in two large Queensland education systems, and argues that ICT research, such as this approach, which enables large scale, evidence-based research to measure student outcomes as a result of using ICT in the curriculum should be a matter of priority to effectively monitor and manage learning with ICT.

scholarly journals Artificial intelligence, real-time feedback and workplace learning analytics to support in situ complex problem-solving: a commentary

2020 ◽  
Vol 37 (5) ◽  
pp. 267-277
Author(s):  
Maarten de Laat ◽  
Srecko Joksimovic ◽  
Dirk Ifenthaler
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Real Time ◽  
Workplace Learning ◽  
Learning Analytics ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Feedback Systems ◽  
Content Type

PurposeTo help workers make the right decision, over the years, technological solutions and workplace learning analytics systems have been designed to aid this process (Ruiz-Calleja et al., 2019). Recent developments in artificial intelligence (AI) have the potential to further revolutionise the integration of human and artificial learning and will impact human and machine collaboration during team work (Seeber et al., 2020).Design/methodology/approachComplex problem-solving has been identified as one of the key skills for the future workforce (Hager and Beckett, 2019). Problems faced by today's workforce emerge in situ and everyday workplace learning is seen as an effective way to develop the skills and experience workers need to embrace these problems (Campbell, 2005; Jonassen et al., 2006).FindingsIn this commentary the authors argue that the increased digitization of work and social interaction, combined with recent research on workplace learning analytics and AI opens up the possibility for designing automated real-time feedback systems capable of just-in-time, just-in-place support during complex problem-solving at work. As such, these systems can support augmented learning and professional development in situ.Originality/valueThe commentary reflects on the benefits of automated real-time feedback systems and argues for the need of shared research agenda to cohere research in the direction of AI-enabled workplace analytics and real-time feedback to support learning and development in the workplace.

Bats and grammar: developing critical language awareness in the context of school reform

2018 ◽  
Vol 17 (4) ◽  
pp. 281-297 ◽  
Author(s):  
Meg Gebhard ◽  
Holly Graham
Keyword(s):  
School Reform ◽  
Teaching And Learning ◽  
Student Writing ◽  
Power Dynamics ◽  
Language Awareness ◽  
Content Type ◽  
Teachers And Students ◽  
The Usa ◽  
Critical Language Awareness ◽  
Teachers Professional Development

Purpose This paper aims to analyze how middle schoolers developed a critical awareness of language while participating in a curricular unit informed by systemic functional linguistics (SFL). This unit was developed to understanding and taking action to protect a local bat population in the context of school reforms shaping teaching and learning in the USA. It was designed to support a heterogeneous class of seventh graders in learning to read scientific explanations, write letters to government officials and develop a functional metalanguage to support them in analyzing how language simultaneously constructs ideas, enacts power dynamics and manages the flow of information in disciplinary texts. The questions guiding this study are: How do students use SFL metalanguage in text production and interpretation practices? Do their uses of SFL metalanguage support critical language awareness and reflection? And, if so, in what ways? Design/methodology/approach This study uses ethnographic methods to conduct teacher action research. Data include classroom transcripts, student writing samples and interviews. Findings The findings illustrate how students engaged with SFL, often playfully, to create their own student-generated functional metalanguage in highly productive ways. Research limitations/implications This study contributes to a growing body of scholarship that suggests SFL metalanguage can provide teachers and students with a powerful semiotic toolkit that enables them to navigate the demands of teaching and learning in the context of the Standardization and Accountability movement. Practical implications This study has implications teachers’ professional development and students’ disciplinary literacy development in the context of school reform. Originality/value To date, few studies have explored how students take up and transform SFL metalanguage into a tool for critical reflection, especially adolescents.

Lessons from a Large-Scale Experiment on the Use of Smartphone Apps to Collect Travel Diary Data: The “City Logger” for the Greater Golden Horseshoe Area

2020 ◽  
Vol 2674 (7) ◽  
pp. 299-311
Author(s):  
Ahmadreza Faghih Imani ◽  
Chris Harding ◽  
Siva Srikukenthiran ◽  
Eric J. Miller ◽  
Khandker Nurul Habib
Keyword(s):  
Real Time ◽  
Travel Behavior ◽  
Large Scale ◽  
Smartphone Apps ◽  
Systematic Assessment ◽  
Travel Diary ◽  
Scale Experiment ◽  
App Design ◽  
The Impact ◽  
The City

Smartphones offer a potential alternative to collect high-quality information on the travel patterns of individuals without burdening the respondents with reporting every detail of their travel. Smartphone apps have recently become a common tool for travel survey data collection around the world, especially for multiday surveys. However, there still exists a lack of systematic assessment of issues related to smartphone app-based surveys, such as the impact of app design or the recruitment method on the collected data. Through a large-scale experiment (named the City Logger), this paper assesses the data produced by the City Logger app, to better understand recruitment avenues (targeted invitation versus crowdsourcing), and examine differences in respondents’ travel behavior recruited through crowdsourcing methods. The paper also examines how app design, and particularly the user input method for trip validation, influences participants’ responses. The results indicate that, while crowdsourcing recruitment is promising, it might not yet be the best way to capture a true representation of the population. For app design, a combination of real-time and travel diary approaches is recommended. An ideal app would prompt users real-time and create a travel diary, so users can validate, edit, or delete the recorded information.

Successful bottom-up faculty collaboration during institutional change

2015 ◽  
Vol 7 (2) ◽  
pp. 308-330 ◽  
Author(s):  
Hsuying C. Ward ◽  
Ming-Tsan P. Lu ◽  
Brendan H. O'Connor ◽  
Terry Overton
Keyword(s):  
Institutional Change ◽  
Teaching And Learning ◽  
Large Scale ◽  
Institutional Transformation ◽  
Bottom Up ◽  
Content Type ◽  
Faculty Collaboration ◽  
Teaching And Learning Environment ◽  
Starting Point

Purpose – The purpose of this paper is to outline findings from practitioner research with a university faculty learning community (FLC) that organized itself to effect bottom-up change. The study explores beliefs about the efficacy of collaboration among members of the FLC and serves as a best case of grassroots faculty collaboration during a period of institutional change. Design/methodology/approach – This is a case study using semi-structured interviews with FLC members and document review of short-term learning data from students who participated in workshops offered by the FLC. Findings – Creative faculty responses to challenges posed by large-scale institutional transformation improved the teaching and learning environment for faculty and students. This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions. Research limitations/implications – This is a preliminary, self-reflective study with a small number of participants working at a unique institution. Findings are presented not as strictly generalizable truths about faculty collaboration in higher education, but as “lessons learned” that may be valuable to other faculty seeking to take a more proactive role in contexts of institutional change. Practical implications – This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions. Social implications – This study illustrates how bottom-up, faculty-led collaboration can address institutional problems in a university setting. Creative faculty responses to challenges posed by large-scale institutional transformation can improve the teaching and learning environment for faculty and students. Originality/value – This study documents one FLC’s innovative responses to institutional challenges and shifts the conversation about university-based teaching and learning away from bureaucratic mandates related to faculty interactions and productivity and toward faculty’s organic responses to changing institutional conditions.

scholarly journals Experimental results on large-scale cyber-physical hybrid discussion support

2017 ◽  
Vol 1 (1) ◽  
pp. 26-38 ◽  
Author(s):  
Takayuki Ito ◽  
Takanobu Otsuka ◽  
Satoshi Kawase ◽  
Akihisa Sengoku ◽  
Shun Shiramatsu ◽  
...  
Keyword(s):  
Physical Environment ◽  
Large Scale ◽  
City Planning ◽  
Panel Discussion ◽  
Online Discussions ◽  
Experimental Result ◽  
Discussion Session ◽  
Content Type ◽  
International Conference ◽  
Scale Experiment

Purpose This paper aims to present a preliminary experimental result on a large-scale experiment on a cyber-physical hybrid discussion support environment in a panel discussion session in an international conference. Design/methodology/approach In this paper, the authors propose a hybrid (cyber-physical) environment in which people can discuss online and also offline simultaneously. The authors conducted a large-scale experiment in a panel discussion session in an international conference where participants can discuss by using their online discussion support system and by physical communications as usual. Findings The authors analyzed the obtained date from the following three viewpoints: participants’ cyber-physical attention, keywords cyber-physical linkage and cyber-physical discussion flow. These three viewpoints indicate that the methodology of the authors can be effective to support hybrid large-scale discussions. Originality/value Online large-scale discussion has been focused as a new methodology that enable people to discuss, argue and make consensus in terms of political issues, social complex problems (like climate change), city planning and so on. In several cases, the authors found that online discussions are very effective to gather people opinions and discussions so far. Moreover, this paper proposes a hybrid (cyber-physical) environment in which people can discuss online and also offline simultaneously.

scholarly journals Real-time polling to help corral university-learners' wandering minds

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Trevor John Price
Keyword(s):  
Real Time ◽  
Professional Practice ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learner Engagement ◽  
Content Type ◽  
Personal Technology ◽  
Technical Capability ◽  
The Right

PurposeThis research investigates the use of real-time online polling to enhance university teaching and learning.Design/methodology/approachUsing a case study and employing action research, this work shows how polling can improve professional practice, learner engagement and teaching performance.FindingsIncorporating the right type of online real-time polling into lessons is a professional challenge and can be hard work for teachers but has overriding benefits.Research limitations/implicationsThis research reports one lecturer's experiences within two UK universities, limited to location, variety of students and lecturer technical capability. The research implications are that online polling, especially in different learning environments, is needed. Previous research is outdated or limited to real-time polling for teaching and learning during physical classes. There are research opportunities therefore in the use of polling before, during and after class.Practical implicationsThis research finds that the field of online polling needs to be seen as a modern teaching tool that now uses students' personal technology for easier use by students and teachers: it is more than the use of archaic “clickers” which were extra classroom items to be bought and maintained. Also, online polling, before, during and after classes, can be employed usefully and have validity within teachers' toolboxes. This paper shows how such polls can be successfully deployed.Originality/valueWhilst there are previous reports of polling undertaken within teaching and learning events, this paper builds upon those experiences and boosts collective understanding about the use of polling as a way to improve professional practice and increase learning.

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