Abstract

The concept of a utilitarian and practical media package was developed primarily as a directive teaching tool for the classroom or educational setting though its versatility is by no means limited to this arena.  This model is a practical application easily adaptable to any environment where lecture or instruction is desired or is a component or portion of a larger program.  Its incorporation is easy for users with limited or basic computer proficiency as the design and implementation skills needed are largely used in most media programs and packages today.  The model utilizes a simplistic, practicum driven organizational concept where proven technology such as the compact flash drive, any computer and a digital viewing device can be turned into a powerful, yet flexible teaching and/or instructional tool.  As a practicum based and useful platform, this digital media package can be quickly designed and implemented by professionals with no extraordinary degree of digital literacy and still be flexible enough to be effective in multiple settings and venues.

Abstract

This paper describes a methodology for harvesting knowledge within a professional development workshop in a large organization. Knowledge harvesting is a process aimed to (1) document every possible contribution of every participant and (2) arrange that documentation into an indexed summarized representation. The product of knowledge harvesting creates a deeper understanding of what people know as individuals and harness that knowledge into the continuous growth of the organization. A well-documented product of a professional development workshop can lead to planning future activities, reexamine values and beliefs, surface organizational challenges and serve to readjust relationships between values and practices. Literature (Argyris & Schon, 1978; Senge, 1990) suggests that organizations tend to be plagued with internal conflicts between their stated beliefs and their actual practice.

Abstract

Problem Based Learning offers many benefits to students’ learning, however, the design and implementation of effective problem based learning (PBL) is not trivial.  Central to effective implementation of PBL are the problem design and group working of the students. Design of good problems requires that the learning outcomes of the subject are covered in the problem given. Effective problems should include all learning outcomes as well as making sure that resources are available.  Group working is an essential part of PBL.  However, group work among students is not easy.  For learning to be effective, the group must share knowledge and engage in their learning.  It is vital that the group functions well and everyone takes up his or her role.  In reality students often find group working difficult and they prefer to work on their own. How do we promote knowledge sharing among students? This paper describes design and group issues that need to be addressed for PBL to be effective and successful. Furthermore, it includes a case study of the implementation of learning objects in a virtual learning environment to support PBL on a final year undergraduate module in microcontroller interfacing.

Abstract

This study was an empirical investigation of active student responding (ASR) utilizing a student response system (SRS) vs. single student questioning (SSQ) and no student responding in a graduate level special education class of 23 participants. During the SRS condition, every participant responded to questions using remotes/clickers. During the SSQ condition, the instructor randomly called upon individual participants to vocally answer a question. During the control condition, no questions were asked of participants. An alternating treatments design was used to test the effects of the three conditions on the response accuracy to a short-answer quiz at the beginning of next session and accuracy with which participants completed a task during which they must apply the information presented during the lecture. There was statistically significant difference in student performance on application tasks, but not statistically significant difference on quiz scores. The findings diverge from the results other SRS studies and K-12 ASR studies, but support some college level studies.

Abstract

This article summarizes a quantitative study of the effects of animated agents in web-based instruction (WBI) on mathematics achievement and attitudes toward mathematics in postsecondary education. Eighty-one college students who were enrolled in a core mathematic course at a doctoral/research-extensive university in central Alabama participated in this study.  Using a pretest-posttest control group design model, the study verified that the presence of animated agents in WBI can improve postsecondary students’ mathematics achievement and attitudes toward mathematics.  In addition, the interaction of gender choice of the animated agent with several demographic factors did statistically affect attitudes toward mathematics. These findings can be used to better design, develop, and implement a web-based tutorial that promotes positive attitudes toward learning mathematics and long-term mathematics achievement in postsecondary mathematics.

Abstract

Global communication, international workflow, and connected learning are converging to realign power, wealth, and work.  As Friedman (2006) explained, many forces are coming together to cause a flattening or leveling effect of the world’s workforce.  This has allowed many skilled workers from emerging nations to enter the workplace and compete for jobs that were traditionally held by only a few wealthy industrial nations.   Although the playing field is being leveled for some occupations, Florida (2005) convincingly argues that the international economic landscape is becoming spiky with innovations being concentrated in a few urban centers.

These urban centers provide the new creative class with ecosystems that enable their prosperity.  Innovations are improved and brought to market more quickly in settings where talented people collocate (Florida 2005).  It is vital that graduates enter the workforce prepared to orchestrate globally distributed work using computer-based communication systems and know how to engage creatively in collocated activities.  Despite these demands on our graduates, many university computer laboratories are sociofugal environments (environments that discourage social interaction), fostering the individual consumption of information versus collaboration.  This paper examines the college computer lab as an ecological system that may impede transference of critical 21^st century sociocutural norms and workplace skills.

Abstract

Virtual teams are a common phenomenon in organizations today. Universities are no exception to this trend and, in response, are offering class rooms without boundaries by introducing online programs which allow individuals from all walks of life and diverse geographical locations to come together. Cross-cultural virtual teams, collaborating with globally dispersed team members, are now common in online educational programs. This study analyses empirical observations from 18 online graduate classes with a total of 450 students dispersed all over the globe, and their cross-cultural collaboration in virtual teams.  Six parameters, which contribute to the successful management of cross-cultural virtual teams, are identified.

Abstract

Students those who are at-risk and with disabilities often benefit from strategically designed computer supported assignments and instruction. The proposed manuscript summarizes a research study which included a focus on training participants to effectively utilize hand-held computers and select software programs in planning, delivering, and assessing daily instruction in inclusive elementary school settings. This information is beneficial to academicians, practitioners and the training design can be generalized across fields.

Abstract

This paper attempts to compare the availability, quality, similarities and differences of students' support services in United Kingdom Open University (UKOU) and Sri Lanka Open University (SLOU) and also to identify and enlist the deficiencies that SLOU students are facing in the student support services. To get the desired end four hundred students (two hundred from each university) were taken as sample and a thirty eight items questionnaire on (Likert Scale) was constructed and pilot tested, the reliability of the research tool was 0.957 (Cornbach's Alpha) after getting the data independent sample t-test was run by using SPSS XII. The study found out that student support services of SLOU are quantitatively developing rapidly on teh lines of UKOU. Though the media support services of both the instituions have almost the same status in the provision of student support services, yet the UKOU students have better services in general services, regional office services, tutorial services, guidance and counselling services and overall student support services. The conclusions lead to the recommendations that SLOU should improve student support services in all the parameters, but more emphasis should be given on guidance and counselling; library and modern communication facilities like toll free, auto answer may be provided at SLOU regional campuses.