Comparing Technology-Based Reading Intervention Programs in Rural Settings

An ever-growing call for the use of evidence-based practice has come up against the logistical hurdles of a lack of resources and expertise, particularly in rural schools that work with historically underserved students. Although integrated learning systems (ILSs)—stable and likely requiring fewer resources than personnel—do not offer a complete solution to this problem, they may serve as a useful resource, particularly for milder literacy deficits. And yet, there is a surprising lack of empirical research on their effectiveness, particularly contemporary programs. This study examines the effectiveness and efficiency of two popular ILSs, Lexia and iStation, both of which use a blended model of computer and traditionally delivered instruction, and compares them against business-as-usual (BAU) conditions across a variety of outcomes. Results suggest both programs resulted in meaningful growth across an academic year of implementation, although generally no more so than that observed in the BAU condition. However, Lexia yielded the highest level of instructional efficiency. That is, despite comparable growth across conditions, Lexia required less staff time to implement per student participant.

Evaluation of On-Line Courses Developed at the Faculty of Business Studies and Law and Faculty of Information Technology

Systematic evaluation of computer-based education (CBE) in all its various forms, including integrated learning systems, interactive multimedia, interactive learning environments and microworlds, often lags behind current development. Th erefore, an evaluation of on-line courses developed at the Faculty of Business Studies and Law and at the Faculty of Information Tehnology has been conducted. The sorses which were intended as a supplement to lectures and seminars were developed as a project using Citrix platform. The evaluation criteria used were based on the experience of the staff at the Instructional Media and Design department at Grant MacEwan College, Edmonton, Alberta, Canada and their eleven referential points. Considering the fact shat the courses evaluated are still in their trial period it was not suprising when the outcome showed substantial space for improvements.

Integrated Learning Systems

The present study hypothesized that requiring use of an integrated learning system (ILS) would yield a learning benefit in a classroom situation. Two sections of an introductory psychology course taught by the same instructor and using the same text and exams differed with respect to whether online quizzing and concept mastery exercises in an ILS were required or optional. Students in the ILS-required section received substantial course credit for achieving a criterion of 100% correct on each online quiz, with unlimited retakes, and mastery of 25 key concepts per chapter. Results showed better exam performance for the ILS-required class across items keyed to different levels in Bloom’s taxonomy. Students in the ILS-optional class failed to use these online resources consistently, suggesting that graded incentives may be needed to justify their use in classroom situations.

The Integrated Environment for Learning Objects Design and Storing in Semantic Web

There is a variety of tools and environments for Learning Objects (LOs) design and delivery as well as learning object repositories (LOR) but the researchers could not find a repository that includes both functions: creation and storing of LOs. A number of different integrated learning systems are suggested for users that demonstrate the variety of e-learning methods and semantic capabilities. LO repository oer.ndma.lt/lor, that we are going to present, is very friendly and interoperable to use and assure LO design, search in semantic web, adaptation of the re-used objects and storing. There are no more existing LO repositories with the functionality presented by researchers. Transformation of closed education into open one without existence of well-structured, multifunctional and integrated environment becomes problematic. Authors will present an integrated environment for the LO design, search in semantic web, adaptation and storing of newly designed or re-designed LO. Measures will support the transformation of closed education into open and will assure effective design, re-usability and adaptation of LO in the integrated environment.

Explaining Semantic Web Applications

In this chapter, we introduce the concept of explanation for Semantic Web applications by providing motivation, description, and examples. We describe the Inference Web explanation toolkit that provides support for a broad range of explanation tasks ranging from explaining deductive reasoning, to information extraction, to hybrid integrated learning systems. We argue that an explanation solution such as the one we endorse is required if we are to realize the full potential of hybrid, distributed, intelligent Web agents that users can trust and use.

Explaining Semantic Web Applications

In this chapter, we introduce the concept of explanation for Semantic Web applications by providing motivation, description, and examples. We describe the Inference Web explanation toolkit that provides support for a broad range of explanation tasks ranging from explaining deductive reasoning, to information extraction, to hybrid integrated learning systems. We argue that an explanation solution such as the one we endorse is required if we are to realize the full potential of hybrid, distributed, intelligent Web agents that users can trust and use.