scholarly journals Learning objects and the development of students' key competencies: A New Zealand school experience

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Garry Falloon ◽  
Annick Janson ◽  
Robin Janson
Keyword(s):  
New Zealand ◽  
Visual Information ◽  
Learning Experience ◽  
Learning Objects ◽  
Digital Data ◽  
Learning Goals ◽  
School Year ◽  
Key Competencies ◽  
Development Outcomes ◽  
The Impact

<span>This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of 'thinking' and 'relating to others', and explores how teachers in an urban intermediate school (year 7 and 8) planned and integrated learning objects into a wider 'community' social studies topic, and the impact this integration had on student competency development. Outcomes from the study indicate that learning objects can, for some students, provide a motivating and engaging learning experience through which thinking capabilities and relationship skills can be enhanced, but that such development is dependent upon several factors including the design, content, and level of interactivity of the objects, how closely they align with learning goals, the careful selection of student groupings, and how access to the learning objects is organised and managed. The study also revealed some issues with the use of new digital data collection tools, particularly related to the accuracy of coding of visual information, and how to best translate this into text format for publication without 'diluting' its richness and meaning.</span>

A comparison among approaches for recommending learning objects through collaborative filtering algorithms

2017 ◽  
Vol 51 (1) ◽  
pp. 35-51
Author(s):  
Henrique Lemos dos Santos ◽  
Cristian Cechinel ◽  
Ricardo Matsumura Araújo
Keyword(s):  
Collaborative Filtering ◽  
Learning Objects ◽  
Learning Goals ◽  
Average Error ◽  
Neighborhood Size ◽  
Relevant Parameter ◽  
Prediction Errors ◽  
Content Type ◽  
User Coverage ◽  
The Impact

Purpose The purpose of this paper is to present the results of a comparison among three different approaches for recommending learning objects (LO) inside a repository. The comparison focuses not only on prediction errors but also on the coverage of each tested configuration. Design/methodology/approach The authors compared the offline evaluation by using pure collaborative filtering (CF) algorithms with two other different combinations of pre-processed data. The first approach for pre-processing data consisted of clustering users according to their disciplines resemblance, while the second approach consisted of clustering LO according to their textual similarity regarding title and description. The three methods were compared with respect to the mean average error between predicted values and real values. Moreover, we evaluated the impact of the number of clusters and neighborhood size on the user-coverage. Findings Clustering LO has improved the prediction error measure with a small loss on user-coverage when compared to the pure CF approach. On the other hand, the approach of clustering users failed in both the error and in user-space coverage. It also became clear that the neighborhood size is the most relevant parameter to determine how large the coverage will be. Research limitations The methods proposed here were not yet evaluated in a real-world scenario, with real users opinions about the recommendations and their respective learning goals. Future work is still required to evaluate users opinions. Originality/value This research provides evidence toward new recommendation methods directed toward LO repositories.

scholarly journals Student Achievement assisted Edmodo: An Alternative to Online Learning in the Pandemic Era

2021 ◽  
Vol 4 (1) ◽  
pp. 22-35
Author(s):  
Sofia Nida Khoerunnisa ◽  
Puji Lestari
Keyword(s):  
High School ◽  
Student Achievement ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Assessment ◽  
Learning Goals ◽  
Size Estimation ◽  
Face To Face Instruction ◽  
The Impact

Due to the Covid-19 pandemic, face-to-face instruction in the field of education has been replaced by online learning. As a result, to meet the learning goals, teachers must be innovative and creative while delivering online learning. Student Achievement with Edmodo is one alternate online learning choice. This analysis aims to explain the effects of the introduction of Edmodo-supported Student Achievement, as well as student reactions to this learning, and to provide a single learning method that is successful and can aid teaching and learning experiences for high school mathematics content during the Covid-19 pandemic. This study employs qualitative analysis approaches. The subjects of this research were five students from Tasikmalaya City's State Senior High School. Based on the outcomes of a few experiments, it was determined that the learning experience was enjoyable and aided students' comprehension of the Trigonometry content. Students are pleased with the learning experience provided, and they believe they have made improvements as a result of their participation in the learning. According to the effects of the impact size estimation, the implementation of the Student Achievement learning model is very accurate. Then, for general student assessment, Student Achievement learning with Edmodo is beneficial to introduce in the middle of the Covid-19 pandemic, so that it can be used as a substitute in online learning.

scholarly journals Youth’ Educational Problems During Distance Learning

2021 ◽  
Vol 6 ◽  
pp. 27-41
Author(s):  
Aleksandra Araszkiewicz
Keyword(s):  
Distance Learning ◽  
Time Management ◽  
Student Attitudes ◽  
Learning Experience ◽  
Traditional Education ◽  
Management Skills ◽  
School Year ◽  
Learning Conditions ◽  
Impact Of Technology ◽  
The Impact

The article is based on the distance learning experience in the second half of the 2019/2020 school year. The author focuses on the students’ perspective and points out that the youth’ educational dilemmas compared to traditional education have not so much changed, but have become acute. In order to understand different student attitudes during distance learning, it is necessary to understand their reasons, therefore, the author analyzes the learning conditions, students’ time management skills and the impact of technology on the health and social development of their students.

scholarly journals He Aha Ai: WHY...

2019 ◽  
Vol 2 (1) ◽  
pp. 21-22
Author(s):  
Hinerangi Eruera Murphy
Keyword(s):  
New Zealand ◽  
Teaching And Learning ◽  
Course Design ◽  
Digital Technologies ◽  
Value Added ◽  
Learning Objects ◽  
Technology Enhanced Learning ◽  
Kaupapa Māori ◽  
Cultural Self ◽  
The Impact

Digital technologies in the modern world are impacting on all cultures, including Māori. Tertiary institutions are actively deploying digital technologies in their teaching and learning practices.  The relationship however between Māori student engagement in technology-enhanced learning and digital skills, remains largely unexplored.  The landscape is further complicated by the fragmentation of online study and the move to micro-credentials.     Concurrently Te Whare Wānanga o Awanuiārangi is being challenged to provide whānau, hāpu, iwi, associated communities and industry with self-motivated, knowledgeable, multi-skilled graduates who can understand and apply identified capabilities in a variety of contexts.    This presentation will: challenge current educational frameworks based on cognitive, social and pedagogical approaches explore cultural conceptuality focused on the Ranga Framework in particular cultural self-efficacy in blended learning environments the role of culture and context in holistic assessment design   This presentation will conclude by arguing that the concept of ‘cultural-self’ ensures all learners as active participants in the learning process, know who they are, where they have come from and why all of that really matters. References  Bolstad, R., & Gilbert, J. (2012). Supporting future oriented learning and teaching: A New Zealand perspective.Wellington: Ministry of Education. Clayton,J., (2019) Digital Course Design and Deveopment Platform for Micro-credentials – a Cultural Self Approac, Positioninal Paper.  Whakatāne: Te WhareWānanga o Awanuiārangi. Clayton, J., (2018), Keynote Address: The entrepreneurial mindset and cultural-self, implications and for teaching and learning, Tianjin City Vocational College, Tianjin, China Doherty, W. (2012). Ranga Framework – He Raranga Kaupapa. In Conversations of Mātauranga Māori (pp.15-36). Wellington: New Zealand Qualifications Authority. Durie, M. (2004). Ngā Kāhui Pou: Launching Māori Futures. Wellington: Huia Publishers. Crook, C., Harrison, C., Farrington-Flint, L., Tomas, C., & Underwood, J. (2010). The impact of technology: Value-added classroom practice. BECTA.  Falloon, G. (2010). Learning objects and the development of students' key competencies. Australasian Journal of Educational Technology , 26 (5), 626-642.  Mead, H, (2003). Tikanga Māori: Living by Māori Values.  Wellington: Huia Publishers. Ngāti Awa Deed of Settlement to Settle Ngāti Awa Historical Claims, 2003 extracted from: https://www.ngatiawa.iwi.nz/cms/CMSFiles/File/Settlement%20Documentation/NgatiAwaDoS-Schedules.pdf    Pihama, L. (2010). Kaupapa Māori Theory: Transforming Theory in Aotearoa. He Pukenga Kōrero. 9(2), 5–14.   Smith, G.H. (1997). The development of kaupapa Māori: Theory and praxis. Unpublished Doctoral Thesis, University of Auckland: Auckland.   Smith, L.T. (1999). Decolonising methodologies: Research and indigenous peoples. London: Zed Books.   Underwood, J. (2009). The impact of digital technology: A review of the evidence of the impact of digital technologies on formal education. BECTA.  

scholarly journals Enabling adaptive, personalised and context-aware interaction in a smart learning environment: Piloting the iCollab system

2021 ◽  
Vol 37 (2) ◽  
pp. 1-23
Author(s):  
Eduardo Oliveira ◽  
Paula Galvao de Barba ◽  
Linda Corrin
Keyword(s):  
Learning Experience ◽  
Learning Goals ◽  
Control Group ◽  
Course Performance ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Personalised Learning ◽  
Smart Learning Environments ◽  
High Level ◽  
The Impact

Smart learning environments (SLE) provide students with opportunities to interact with learning resources and activities in ways that are customised to their particular learning goals and approaches. A challenge in developing SLEs is providing resources and tasks within a single system that can seamlessly tailor learning experience in terms of time, place, platform, and form. In this paper we introduce the iCollab platform, an adaptive environment where learning activities are moderated through conversation with an intelligent agent who can operate across multiple web-based platforms, integrating formal and informal learning opportunities. Fifty-eight undergraduate computer science students were randomly assigned to either an intervention or control group for the 12 weeks of the pilot study. Learning analytics were used to examine their interactions with iCollab, while their course performance investigated the impact of using iCollab on learning outcomes. Results from the study showed a high level of interaction with iCollab, especially social interaction, indicating an interweaving of formal learning within their informal network spaces. These findings open up new possibilities for ways that SLEs can be designed to incorporate different factors, improving the ability of the system to provide adaptive and personalised learning experiences in relation to context and time.

Advancing dairy farming profitability through research

2001 ◽  
pp. 17-22
Author(s):  
J.R. Caradus ◽  
D.A. Clark
Keyword(s):  
Research And Development ◽  
Dairy Cow ◽  
Low Cost ◽  
Pasture Management ◽  
Nitrogen Fertiliser ◽  
Grass Endophyte ◽  
Forage Species ◽  
Development Outcomes ◽  
Dairy Cow Nutrition ◽  
The Impact

The New Zealand dairy industry recognises that to remain competitive it must continue to invest in research and development. Outcomes from research have ensured year-round provision of low-cost feed from pasture while improving productivity. Some of these advances, discussed in this paper, include the use of white clover in pasture, understanding the impacts of grass endophyte, improved dairy cow nutrition, the use of alternative forage species and nitrogen fertiliser to improve productivity, demonstration of the impact of days-in-milk on profitability, and the use of feed budgeting and appropriate pasture management. Keywords: dairy, profitability, research and development

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 997-1003
Author(s):  
Gergana Hristova
Keyword(s):  
General Education ◽  
Third Grade ◽  
The European Union ◽  
School Year ◽  
Third Grade Students ◽  
Teaching Geometry ◽  
New Curriculum ◽  
Mathematical Problems ◽  
Key Competencies ◽  
Geometrical Knowledge

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

A Factor Structure for Social and Personal Development Outcomes in College

NASPA Journal ◽  
1997 ◽  
Vol 34 (3) ◽  
Author(s):  
Steve Graham ◽  
Irv Cockriel
Keyword(s):  
Personal Development ◽  
College Attendance ◽  
Faculty Members ◽  
Public Concern ◽  
College Administrators ◽  
College Outcomes ◽  
Development Outcomes ◽  
Social Gain ◽  
Self Examination ◽  
The Impact

The issues of accountability and increased public concern have contributed to widespread institutional self-examination and to a greater emphasis placed on assessing the impact of college attendance. This study focuses on 36 items in the ACT College Outcomes Survey to identify specific areas of personal and social gain where students percieved colleges to have the greatest impact. Identification of these general constructs provides guidance for college administrators and faculty members on areas where the colleges can focus their attention to achieve their greatest impact.

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