scholarly journals Active paper for active learning

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Heather Brown ◽  
Robert Harding ◽  
Steve Lay ◽  
Peter Robinson ◽  
Dan Sheppard ◽  
...  
Keyword(s):  
Active Learning ◽  
Teaching Material ◽  
Immediate Feedback ◽  
Natural Interfaces ◽  
Electronic Documents ◽  
Additional Information ◽  
Electronic Form ◽  
Printed Books ◽  
Electronic Teaching

Paper documents have great advantages in readability, portability and familiarity, but are necessarily static and slow to update. Much recent research has concentrated on the dynamic demonstrations, immediate feedback, and easy updating that can be provided by electronic teaching material. Although an increasing number of teaching packages make use of both paper and electronic documents, the two are typically accessed by completely separate interfaces. We have been taking a different approach and investigating the use of a DigitalDesk (Wellner, 1991; Wellner, 1993) as a means of integrating normal paper teaching material with electronic versions of the same material. Many printed books also exist in electronic form, and our goal is to allow these books to be used as natural interfaces to any additional information that may be present in the electronic version.DOI:10.1080/0968776980060114

Implementation of Feedback Supporting Formative Assessment Into Mathematical Digital Learning Materials

2017 ◽  
Vol 6 (3) ◽  
pp. 26-35
Author(s):  
Stanislav Lukáč ◽  
Jozef Sekerák
Keyword(s):  
Active Learning ◽  
Formative Assessment ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Digital Learning ◽  
The European Union ◽  
Immediate Feedback ◽  
Learning Materials ◽  
Additional Information ◽  
Concrete Type

ABSTRACTOfficial documents of educational policy of the European Union highlight the importance of integrating ICT into education. Interactive learning materials play an important role in the meaningful use of ICT to support an active learning. Providing feedback dependent on student´s actions should be a standard part of the digital learning materials. The immediate feedback in the classroom during the learning process is in most cases provided by the teacher. The importance of feedback even increases when students work with the digital learning materials independently in the classroom or at home. Moreover, ICT tools offer a great potential for detecting and eliminating students' mistakes. A notification of a concrete type of error in student’s way of task solution and guiding students during the corrections of their solutions creates conditions for application of formative assessment which provides suggestions to students for improving their learning. The effectiveness of feedback depends on the way how the typical errors of students are taken into account and what way the appropriate hints are implemented in learning. Various forms of feedback should be implemented in the interactive learning materials in order to stimulate the active learning. In many available the digital learning materials there is often a minimal feedback provided on student´s solution of a certain task. This paper discusses the implementation of various types of feedback in an interactive mathematics learning environment. Even though the minimal feedback can stimulate the active learning, it may not be sufficient for some types of students who do not think deeply about their methods of problem solving. Higher levels of feedback are characterized by providing comments that depend on student's mistakes and by providing pieces of advice and other helpful additional information that are closely related to the solution of tasks. The diagnosis of typical student´s misconceptions was based on the analysis of the results of the prepared tests, which were given to students at high school. Demonstrations of the minimal feedback and higher levels of feedback are illustrated in the examples of fractions, percentages and investigation of function dependencies. The interactive learning materials are developed using Geogebra and MS Excel.

scholarly journals ALPINE: Active Link Prediction Using Network Embedding

2021 ◽  
Vol 11 (11) ◽  
pp. 5043
Author(s):  
Xi Chen ◽  
Bo Kang ◽  
Jefrey Lijffijt ◽  
Tijl De Bie
Keyword(s):  
Active Learning ◽  
Protein Interactions ◽  
Link Prediction ◽  
Prediction Accuracy ◽  
Real Data ◽  
Network Embedding ◽  
Protein Protein Interactions ◽  
Additional Information ◽  
The Cost ◽  
Active Link

Many real-world problems can be formalized as predicting links in a partially observed network. Examples include Facebook friendship suggestions, the prediction of protein–protein interactions, and the identification of hidden relationships in a crime network. Several link prediction algorithms, notably those recently introduced using network embedding, are capable of doing this by just relying on the observed part of the network. Often, whether two nodes are linked can be queried, albeit at a substantial cost (e.g., by questionnaires, wet lab experiments, or undercover work). Such additional information can improve the link prediction accuracy, but owing to the cost, the queries must be made with due consideration. Thus, we argue that an active learning approach is of great potential interest and developed ALPINE (Active Link Prediction usIng Network Embedding), a framework that identifies the most useful link status by estimating the improvement in link prediction accuracy to be gained by querying it. We proposed several query strategies for use in combination with ALPINE, inspired by the optimal experimental design and active learning literature. Experimental results on real data not only showed that ALPINE was scalable and boosted link prediction accuracy with far fewer queries, but also shed light on the relative merits of the strategies, providing actionable guidance for practitioners.

Investigating the Effect of E-Learning Technologies on Supply Chain Activities

2013 ◽  
pp. 254-273
Author(s):  
Dimitrios Terzidis ◽  
Fotios Misopoulos
Keyword(s):  
Supply Chain ◽  
English Language ◽  
New Technologies ◽  
Learning Technologies ◽  
English Language Teaching ◽  
New Era ◽  
Printed Books ◽  
Production And Distribution ◽  
E Learning ◽  
Electronic Teaching

This chapter’s concern is the impact of new technologies in the supply chain of the English Language Teaching (ELT) book market. The chapter’s research starts with a literature review that presents the modern technological solutions for an educational system that can alter the book market’s supply chain. The electronic teaching and reading facilities can reduce costs of production and distribution, but they can also become an ecologically friendly solution to the environmental problems that the world faces today. The statistical analysis of questionnaires has resulted in the Greek ELT market not being willing to change the existing supply chain operations of the ELT sector. Even though the market does not believe that the use of new technologies can result in the replacement of printed books, there is a trend of using them because they provide marketing benefits to their users. This trend can become the reason of a new era within the ELT book market’s supply chain operations.

Enhance Student Learning with PowerPoint Games

2011 ◽  
Vol 7 (2) ◽  
pp. 13-20 ◽  
Author(s):  
Victoria A. Fratto
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teaching Practice ◽  
Learning By Doing ◽  
Academic Disciplines ◽  
Time On Task ◽  
Managerial Accounting ◽  
Immediate Feedback ◽  
Use Of Technology ◽  
Good Teaching Practice

Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

scholarly journals Ornamen Masjid Jami Kajen serta Kontribusinya dalam Penguatan Pendidikan Karakter di Madrasah Ibtidaiyah

2020 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
M. Sofyan Alnashr
Keyword(s):  
Active Learning ◽  
Character Education ◽  
Descriptive Study ◽  
Contextual Learning ◽  
Local Culture ◽  
Teaching Material ◽  
Symbolic Meanings ◽  
Qualitative Descriptive ◽  
Interpretative Approach

This study aims to explain the meaning of ornaments contained in the Jami Kajen Mosque and its contribution in strengthening character education of children in Madrasah Ibtidaiyah. This research is a qualitative descriptive study with a philosophical interpretative approach to find the meaning behind the mosque's ornaments then relate it to teaching material of PAI MI and find its contribution to the strengthening of the character education of MI students. The results showed, first, the ornaments contained in the Jami Kajen Mosque contained philosophical meaning in containing Islamic teachings and local wisdom conveyed by Shaykh Mutamakkin through art. Ornaments with symbolic meanings are found in the Jami Kajen Mosque, namely the sculpture of Kuntul Nucuk Bulan, Naga Aji Saka, Gajah-Trisula-Taman, Corresponding Board, and Mosque Sky Calligraphy. The teachings conveyed came from Islamic teachings sourced from the Qur'an and Hadith as well as teachings from Javanese tradition and culture. Second, ornaments with the meaning of the content of Islamic teachings and local culture in the Jami Kajen Mosque make a major contribution to the strengthening of the character of MI students through learning based on local wisdom of the Jami Kajen Mosque as a source of learning and learning media. Active learning and contextual learning to strengthen the character of MI students can be done by making the ornaments of the Jami Kajen Mosque as the basis of learning of PAI MI.

scholarly journals Pengembangan Bahan Ajar Sistem PeredaranDarah Manusia Berbasis Flipbook untuk Meningkatkan Kesadaran Metakognitif Siswa SMA Negeri 3 Makassar

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Syamsul Bahri HS ◽  
Adnan Adnan ◽  
Irma Suryani Idris
Keyword(s):  
Student Response ◽  
Content Standards ◽  
Teaching Material ◽  
Learning Material ◽  
Teaching Materials ◽  
Average Value ◽  
Metacognitive Development ◽  
Electronic Teaching ◽  
High Level ◽  
Practice Questions

Abstract.The research model used is Research and Development (R & D) which aims to produce flipbook-based electronic teaching materials that are integrated with valid curriculum and content standards. The subjects of this study were 2 persons biology teacher, and thirty-one students in class XI SMA 3 Makassar. This research was carried out by using the modification of the ADDIE development model which consisted of the stages of Analyze, Design, Dvevelopment, Implementation, and Evaluation. The data collected is data on the results of the flipbook-based electronic teaching material validation obtained from media and material expert validation questionnaires, the practicality obtained from the questionnaire tested through students and teachers, and the results of effectiveness obtained from the metacognitive awareness questionnaire and test results filled by students of class XI MIA 1 SMA Negeri 3 Makassar. Data obtained from the results of the study were analyzed using descriptive statistical analysis. Flipbook-based electronic teaching materials. developed has several components such as learning material, animation and learning videos, pictures, practice questions, and evaluation questions. The results of the study show that the average value of the total validity of flipbook-based electronic teaching materials as a whole is in the very valid category (4.59). The overall student response is in a very practical category (4.14). Teacher response is in a very practical category (4.28). The overall metacognition awareness of students is in the good category (3.97). Based on the results of this study, it can be concluded that the flipbook-based electronic teaching material for class XI high school studied has a high level of validity.Keywords:learning materials, e-books, metacognitive, development.

Promoting student-centered active learning in lectures with a personal response system

2009 ◽  
Vol 33 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Sally A. Gauci ◽  
Arianne M. Dantas ◽  
David A. Williams ◽  
Robert E. Kemm
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Audience Response ◽  
Science Students ◽  
Immediate Feedback ◽  
Student Centered ◽  
Response System ◽  
Personal Response System ◽  
Student Cohorts ◽  
Undergraduate Science

We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of audience response technology during lectures for formative or summative assessment. Students voluntarily answered questions posed during lectures with their personal response system (clickers), with individual answers automatically collated for immediate histogram display. This feedback then dictated the focus of followup discussions in the lecture. Student and instructor attitudes were surveyed through voluntary interviews with student responses correlated with their degree of clicker participation and individual exam results. Active lectures were found to increase both student motivation and engagement. Students who participated in answering questions achieved better results than students who chose not to. Students with the lowest scores in a prerequisite course (previous semester physiology exam marks of < 60%) showed significantly better outcomes from the use of clickers than both middle-achieving (60-75%) and high-achieving (>75%) entry students. Significant improvement was evident in both mid- and end-semester exam results compared with student cohorts from preceding years, although this could also be influenced by many other factors. Increased student engagement and the immediate feedback obtained during lectures were advantages commonly noted by lecturing staff.

scholarly journals E-Summary Teaching Materials with Hannafin & Peck Models for Training Participants in the Human Resources Development Agency

2021 ◽  
Vol 4 (3) ◽  
pp. 534
Author(s):  
Pauline Tricia Andriani ◽  
I Gde Wawan Sudatha ◽  
I Kadek Suartama
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Design Stage ◽  
Teaching Material ◽  
Teaching Materials ◽  
Expert Review ◽  
Content Expert ◽  
Analysis Technique ◽  
Electronic Teaching ◽  
Questionnaire Method

This study aims to describe the design of electronic teaching materials packaged in e-summary form, and to determine the validity of e-summary teaching materials according to experts and product trials. This type of research is development research using the Hannafin & Peck model. The types of data in this study are quantitative and qualitative data. The research data collection used the document recording method and the questionnaire method. The data analysis technique used is descriptive quantitative analysis technique, and descriptive qualitative. The results of the study (1) The design of this e-summary teaching material consists of three stages, namely the needs analysis stage, the design stage, the development and implementation stage. And at each stage it passes through the evaluation stage. (2) The validity of the development of e-summary teaching materials is measured through (a) the results of the content/content expert review by obtaining a percentage of 93.3% being in very good qualification, (b) the results of the e-summary linguist review being 87.5% being on good qualifications (c) the results of the review of individual trials show that the percentage of the overall subject is 97.1% with very good qualifications and (d) the results of the small group trial review show that the percentage of the overall subject is 96.3% with very good qualifications. . In general, the research results show that e-summary is valid with very good quality and is suitable for use in the learning process in creative thinking training. Suggestions that can be given from the results of this study are that this e-summary teaching material can be used optimally in the learning process so that it can increase the training participants' self-study motivation and make it easier to understand the training material.

scholarly journals EFL Students’ Perceptions of Activeness During the Implementation of Flipped Learning Approach at a Colombian University.

2018 ◽  
pp. 81-105
Author(s):  
Yuri Paola Chivata ◽  
Rocio Cristina Oviedo
Keyword(s):  
Active Learning ◽  
Collaborative Work ◽  
Intentional Content ◽  
Learning Approach ◽  
Degree Programs ◽  
Flipped Learning ◽  
State University ◽  
Immediate Feedback ◽  
Post Class ◽  
Efl Students

Flipped Learning is a pedagogical approach that provides students with more time in class to practice or engage in dynamic tasks in order to promote active learning. Although many studies around the world have studied its effectiveness and impact on academic performance, few have explored students’ perceptions of this approach. This case study was carried out in order to explore students’ perceptions of activeness during the implementation of a Flipped Learning approach. The participants were 84 students from a state university in Colombia who were taking English as a complementary subject as part of their undergraduate degree programs. Students were exposed to this approach during a 16-week period in which they carried out different pre-class, during-class, and post-class activities. Data collection instruments were designed based on the first three pillars of the approach (Flexible Environment, Learning Culture and Intentional Content). Data were collected through immediate feedback, a questionnaire, and a focus group interview, and were then analysed in light of these three pillars. The data indicated that students felt there was more engagement, their voices were heard, they felt increased ownership of their learning, and they demonstrated a positive opinion towards collaborative work. Key words: Flipped Learning, Active Learning, Activeness, ELT, perceptions.

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