Transition to ePortfolios

2011 ◽  
pp. 460-473 ◽  
Author(s):  
Corey Hickerson ◽  
Marlene Preston
Keyword(s):  
Experimental Design ◽  
Student Development ◽  
Student Attitudes ◽  
New Technology ◽  
Learning Goals ◽  
Freshman Year

This project focused on student development in the freshman year as displayed in students’ ePortfolios. The experimental design allowed analysis of student attitudes about ePortfolios with results that may be useful to faculty and students at other institutions. Researchers found that careful alignment of an ePortfolio with the learning goals of a course can help students to adapt easily to the new technology and recognize it as a useful academic tool.

The Evolving Role of the Instructor in the Digital Age

2013 ◽  
pp. 233-247 ◽  
Author(s):  
Michael F. Beaudoin
Keyword(s):  
Online Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Self Directed Learning ◽  
Student Centered ◽  
Learning Management

In this era of student-centered, collaborative, constructivist learning, augmented by social networks and other virtual environments featuring learner autonomy, self-direction and independence, the role of instructors in online education is undergoing continuous evolution since the advent of the Internet, and the proliferation of Learning Management Systems (LSM) to support teaching and learning. This chapter examines the role of the online instructor, and indeed, poses the provocative question: does there remain a useful and meaningful role for what is arguably the increasingly ‘invisible’ instructor in many online settings. Factors that contribute to this phenomenon, such as the proliferation of new technology, the emphasis on self-directed learning, a changing student clientele, emerging modes of assessment, etc. are noted. Findings from a various studies of student attitudes, behaviors, and perceptions of what is critical for success in online courses are highlighted, including data suggesting that the role of instructors and the features of Learning Management Systems are relatively minor factors for achieving success in online learning. The implications of these trends for the future role of the professoriate are also considered.

scholarly journals Enhancing Lecture Interaction through Live SMS

2017 ◽  
Vol 23 (45) ◽  
pp. 51
Author(s):  
Robert Wilkinson
Keyword(s):  
Experimental Design ◽  
Academic Writing ◽  
New Technology ◽  
Text Messages ◽  
Phone Line ◽  
Subsequent Processing ◽  
Set Up

A consistent challenge with lectures to large audiences is the extent to which the lecturer can develop interaction with the audience. Obtaining answers to the lecturer’s questions or stimulating questions from the audience during the lecture may be hampered by the fact that the lecturer and the audience are not able to hear speakers in the audience clearly. This article reports on an experimental design to test the feasibility of allowing live SMS messaging as a means to stimulate interaction during large lectures. The context concerned lectures on academic writing in bachelor’s programmes in business and economics. Each lecture attracted about 500 students. The students were invited to send text messages to a dedicated phone line connected to a computer, which, at chosen intervals, displayed messages for everyone to see. The set-up allowed the lecturer to switch instantly from slides to the message display. Messages could be easily transferred to an Excel fi le for subsequent processing if necessary. Results showed that students did not use the opportunity as frequently as expected, and most messages were not relevant to the topics of the lectures. In this article, explanations for these outcomes are discussed, and recommendations for further implementation are presented. Using a new technology, even a pervasive one like SMS messaging, in a lecture entails modifications to the design, delivery and content of the lecture itself.

scholarly journals Alternation of Generations and Experimental Design: A Guided-Inquiry Lab Exploring the Nature of the her1 Developmental Mutant of Ceratopteris richardii (C-Fern)

2008 ◽  
Vol 7 (1) ◽  
pp. 82-88 ◽  
Author(s):  
Mark D. Spiro ◽  
Karin I. Knisely
Keyword(s):  
Life Cycle ◽  
Experimental Design ◽  
Student Attitudes ◽  
Guided Inquiry ◽  
Ceratopteris Richardii ◽  
Plant Life ◽  
Starting Point ◽  
Assessment Of Student Learning ◽  
Plant Life Cycle ◽  
Alternation Of Generations

Inquiry-based labs have been shown to greatly increase student participation and learning within the biological sciences. One challenge is to develop effective lab exercises within the constraints of large introductory labs. We have designed a lab for first-year biology majors to address two primary goals: to provide effective learning of the unique aspects of the plant life cycle and to gain a practical knowledge of experimental design. An additional goal was to engage students regardless of their biology background. In our experience, plant biology, and the plant life cycle in particular, present a pedagogical challenge because of negative student attitudes and lack of experience with this topic. This lab uses the fern Ceratopteris richardii (C-Fern), a model system for teaching and research that is particularly useful for illustrating alternation of generations. This lab does not simply present the stages of the life cycle; it also uses knowledge of alternation of generations as a starting point for characterizing the her1 mutation that affects gametophyte sexual development. Students develop hypotheses, arrive at an appropriate experimental design, and carry out a guided inquiry on the mechanism underlying the her1 mutation. Quantitative assessment of student learning and attitudes demonstrate that this lab achieves the desired goals.

scholarly journals Modeling in the Classroom: Making Relationships and Systems Visible

2020 ◽  
Vol 19 (1) ◽  
pp. fe1
Author(s):  
Kristy J. Wilson ◽  
Tammy M. Long ◽  
Jennifer L. Momsen ◽  
Elena Bray Speth
Keyword(s):  
Student Development ◽  
Phylogenetic Trees ◽  
Concept Maps ◽  
Scientific Practice ◽  
Thinking Skills ◽  
Learning Goals ◽  
Evidence Based ◽  
Suitable Combination ◽  
Biological Concepts ◽  
Instructional Design And Development

As an instructional tool, models can transform the student experience from the static to the dynamic, the flat to the 3D, and the siloed to the integrated. Few practical resources exist to help instructors transition toward model-based classroom practices. The Modeling in the Classroom evidence-based teaching guide provides instructors with a tool kit for incorporating models and modeling into their classrooms ( https://lse.ascb.org/evidence-based-teaching-guides/modeling-in-the-classroom ). The guide discusses the underpinnings of modeling as a core scientific practice, one that can enable student development of systems thinking skills and understanding of biological concepts. The guide describes a variety of model types, including phylogenetic trees, simulations, animations, diagrams, conceptual models, concept maps, and tactile models supported by summaries of and links to articles and resources. In this paper, we will introduce key findings describing why and how to use models in the classroom. We also describe open research questions needed to address classroom implementation, instructional design, and development of students’ knowledge and skills. It is our hope that the guide will provide a suitable combination of research-based findings and practical suggestions that instructors will be supported and encouraged to thoughtfully incorporate modeling to support learning goals.

scholarly journals Critical Reflections of College Sophomores About Preparation and Persistence During Their Freshman Year

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Gregory V. Wolcott
Keyword(s):  
Student Development ◽  
Transition To College ◽  
College Freshman ◽  
First Year ◽  
Freshman Year ◽  
Internal Locus Of Control ◽  
Social And Academic Integration ◽  
Commuter University ◽  
College Sophomores ◽  
Critical Reflections

The purpose of this study was to explore the needs and experiences of college freshman with the hope of informing universities how to improve freshman preparation and persistence. Focusing on students at a public "metro-commuter" university, this qualitative study extends previous research on the topic. Using participatory research methodology, this study utilized dialogues to explore the critical reflections of students who have successfully completed their freshman year. This study found that during the preenrollment phase, it is critical that students and their families experience programs and services that educate students about the transition to college, increase students' commitment to the institution, and help students develop realistic expectations for college. Several factors were found to contribute to college freshman persistence including support for social and academic integration, academic engagement, fostering student development, and promoting internal locus of control. The author argues that preenrollment programs must be viewed as critical to student success, and should be mandatory and carried out utilizing current students who are trained in issues of transition. He concludes that more programs are needed throughout the first year to help students develop social support networks.

scholarly journals The Effects of Student Led Conferences on the Improvement of 21st Century Career and Life Skills

2021 ◽  
Vol 20 (4) ◽  
pp. 152-169
Author(s):  
Canan Şişman ◽  
Elif Bahadır
Keyword(s):  
Academic Success ◽  
21St Century ◽  
Student Development ◽  
Private School ◽  
Structured Interview ◽  
Learning Goals ◽  
Future Research ◽  
Leadership Qualities ◽  
Research Findings ◽  
Document Review

This study examined the contribution of student-led conferences to students’ acquisition of responsibility, self-management, self-expression, communication skills and leadership qualities, which are within the scope of 21st century life and career skills. For this purpose, the case study design was used in the study in which a total of 249 students, 280 parents and 22 teachers from primary school (4th grade), secondary school and high school levels in a private school participated. Data triangulation method was used to increase the validity of the research. In this context, the techniques of questionnaire, semi-structured interview and document review were used. Research findings have shown that student-led conferences have a positive effect on helping students acquire 21st century skills, and confirm that this is an important process for student development. In the future research, it can be focused on the effects of these student-led conferences on student achievement. The effects of the portfolio presentations made by the students at the conferences and the planning they made about learning goals at the conferences on their academic success in the long term can be investigated.

Influence of Laser Beam Machining Strategy at SLS Synthesis

2014 ◽  
Vol 1040 ◽  
pp. 764-767 ◽  
Author(s):  
E.A. Ibragimov ◽  
A.A. Saprikin ◽  
E.V. Babakova
Keyword(s):  
Experimental Data ◽  
Experimental Design ◽  
Laser Beam ◽  
New Technology ◽  
Research Work ◽  
Laser Beam Machining ◽  
Full Size ◽  
Machine Parts ◽  
Technological Methods ◽  
Sintered Layer

Recently, the world's evolving experimental design and research work on the creation of technological methods and systems of layered laser synthesis products of machine parts. These systems allow to accelerate the introduction of new technology at all stages of product design to create its original layout in full size. There are currently variety of methods sintering of metal powders.This paper presents experimental data which show the effects of the strategy of forming a sintered layer in the synthesis of products by SLS.

Identifying suboptimalities with factorial model comparison

2018 ◽  
Vol 41 ◽  
Author(s):  
Wei Ji Ma
Keyword(s):  
Experimental Design ◽  
Model Comparison ◽  
Process Models ◽  
Multiple Forms ◽  
Factorial Experimental Design ◽  
Factorial Model ◽  
Multiple Components ◽  
The Many

AbstractGiven the many types of suboptimality in perception, I ask how one should test for multiple forms of suboptimality at the same time – or, more generally, how one should compare process models that can differ in any or all of the multiple components. In analogy to factorial experimental design, I advocate for factorial model comparison.

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