Abstract

Virtual reality (VR) is a creation of virtual 3D world in which one can feel and sense the world as if it is real. It is allowing engineers to design machines and Educationists to design A.V equipments in real time but in 3-dimensional hologram as if the actual material is being made and worked upon. VR allows a least-cost (energy wise) and non-invasive mechanism to achieve all our objectives. VR sometimes can be even more powerful than the real world since it allows almost anybody to feel and sense the otherwise forbidden world.In the most popular applications of VR technology, any student viewer simply tours various historical and geographic sites in a three dimensional space; even virtual surgery is also possible. Even in our history VR class, we will be able to visit different historical events. Simulation Based Learning (SBL) is an approach which enables learners to view, touch, hear, and interact with life-like objects in real time. The different types of VR devices are; Head mounted Displays, Data Gloves, VR Simulators, and VR Therapy, Hap tics (Convulsive), Head Trackers, Motion Trackers (MT), 3D Controllers, Stereoscopic Displays, VR Domes, 3D DVD, VR wear, Video Eye ware and VR Software/Kits. Virtual reality can be classified into five modelling types viz., (i) simulation-based; (ii) avatar image-based; (iii) projector-based; (iv) desktop-based;  and (v) true immersive based VR. This paper also discusses the six factors for designing educational VR software. The disadvantages of VR are (i) the cost of multiple image-generation systems, (ii) space requirements for rear projection and (iii) reduced contrast and color saturation due to light scattering.

Abstract

This study was conducted to find out the effectiveness of Layered Instructional Strategy (LIS) based on the Elaboration Theory given by Charles M. Reigeluth on the learning achievement of secondary school students in the subject of English. Main objectives were; to develop an understanding about instructional strategy, to ascertain the difference between layered Instructional strategy and traditional method, and to compare the learning competencies/abilities of the students taught through layered Instructional Strategy and the students who received traditional instruction. Furthermore, the influence of LIS on writing skills of students taught through LIS and Traditional Method. To achieve these objectives, two leading research questions were formulated. Students studying in class IX constituted the population of the study. The students of Class IX of Federal Government Secondary School, I-9/4, Islamabad were taken conveniently as sample of the study. The sample was divided into two groups after equating them on the basis of scores on pre-test. Each group comprised of 31 students. One group was randomly taken as experimental group and the other one as control. The treatment was given to the experimental group whereas the control group received traditional instruction. The experiment continued for 12 weeks. Post-test was administered immediate after the treatment was over to the whole sample to obtain final data. Data were analyzed through SPSS version 15.0 by applying independent sample t-test. The analysis of data revealed that the experimental group performed significantly better than the control group. LIS was found better instructional strategy when it was compared with traditional instructional technique under experimental setting.

Abstract

The present business environment demands innovative integrated learning which is a key driver of growth and productivity .  In an economy driven by knowledge management the emphasis is on continuous and instant innovative learning in the organization.  The holistic approach to Integrated learning involves the understanding of business requirements and advancements in the sector. The approach focuses on learner’s interest for self-directed learning and flexibility within the organization.  Many organizations are bound by traditional fixed training schedules with practice of face — to face — learning models at the work place.  The integrated learning approach prime focus is on everchanging business needs and interrelationship of learning mechanisms at work place . Innovative Integrated learning plays a prominent role in improving work place competency and performance. It takes various criteria into consideration viz business needs, learners interest, advancement of technology and composition of various innovative models of learning. In the process of implementation the following components needs to be redesigned in terms of knowledge acquisition and transfer, motivation in the process of integrated learning, community formulation  to suit life long employability  and design of effective integrated learning mechanisms to suit the job requirements. The following article examines the innovative integrated learning mechanism and its role in enhancing work place competency .

Abstract

The development and implementation of web 2.0 or social web are threatening the basis of the ways of mixing with other people. These changes are affecting everybody and, in particular, companies and institutions related to people’s education, teaching and training for their inclusion in society and labour market.This paper brings up some reflections in two ways: the first one deals with some reasons why education is also related to the concept of company and the second one deals with how these changes generated by web 2.0 are affecting some training companies, represented in this case by Master-D.

Abstract

This paper describes the first part of a new three-part study of STEM and engineering design research — termed Design-Without-Make- to be conducted by NC State University in 2009-10 in an NC high school. The hybrid quantitative, qualitative case study is being developed with the purpose of capturing what new technological learning occurs and how the new pedagogical learning benefits the technological learner. In support of this new design research a three-pronged framework is described, that of basic literature review, social learning theory and project-based learning study. This first paper also includes a description of proposed data collection, analysis, and limitations of the study, and concludes by presenting the implications for Design-Without-Make. Two further papers in the sequence will go on to explain the pilot study and the final study including data results and findings for this new approach to teaching engineering design technology within STEM education.

Abstract

Researchers have frequently found that leadership plays a key role in the successful and effective implementation of technology in K-12 school districts (Meltzer & Sherman, 1997; Schiller, 2002; Bliss & Bliss, 2003; Anderson & Dexter, 2005). A key component of the Michigan Freedom To Learn (FTL): One-to-One Learning initiative evaluation was to obtain valid data from a rigorous and comprehensive research study to gauge the impacts of the program relative to its primary goals. An evaluative research component examining the effectiveness of leadership in FTL initiative as perceived by FTL teachers and lead teachers was added as an extension to the initial multi-year evaluation plan to examine the roles of school leadership (principals, assistant principals, or others) in relationship to the effective implementation of the FTL laptop program.

This paper summarizes the 2007-2008 evaluation results of the leadership survey distributed the to Michigan Freedom to Learn (FTL) program teachers, in their effort to improve student learning and achievement in Michigan schools through the integration of laptop computers with teaching and learning in K-12 classrooms. The results obtained from the survey provided insight into the relationships between the identified leadership attributes and successful program implementation.

Abstract

Research is starting to show that an inquiry-based approach can positively impact student learning. In this paper, we propose a model of inquiry-based learning with the support of virtual mentorship. We identify the key players involved, define each of their responsibilities and explain how they work collaboratively to develop curriculum-related programs tailored for individual classrooms. We then describe how this model was implemented in an urban school with the support of advanced technology including videoconferencing. This model provides a new direction for introducing inquiry and integrating advanced technology in schools.

Abstract

The use of so-called, “smart-classrooms” or “e-classrooms” where students have wireless access to the internet, electronic projection and display systems,  laptops and hand-held computers are increasingly seen as a means for instructors and students in higher education to create new and personalized understandings of traditional content areas.  This study explored the attitudes and beliefs of a group of elementary-level teacher candidates’ and their instructor towards the use of technology in relation to their teacher preparation program and their instructional practices as classroom teachers.  Participants’ experiences working with information and communication technologies in their practicum classrooms were also explored as a means of understanding the instructional issues and concerns associated with learning to work with technology in the classroom.  Findings are associated with participants’ beliefs and concerns about working with technology, disillusionment about the actual status of technology in the classroom and their views of professional responsibilities and additional duties associated with the use of technology.

Abstract

Our action research project examined the on-task and off-task behaviors of university-level student use of wireless laptops in face-to-face classes in order to establish rules of wireless laptop etiquette in classroom settings. Participants in the case study of three university classrooms including undergraduate, graduate, and doctoral students.  Students were encouraged to bring their laptops to class and use them as part of the educational process. After preliminary results indicated significant off-task usage of the laptops, pre- and post-surveys, field notes, observations, and pre-and post interviews were conducted to examine the effective management of laptop usage in wireless classrooms. An action plan was implemented, reflected upon, and modified as needed until a final set of criteria demonstrated an increase in on-task time of students as well as effectively making use of the Internet and other resources through wireless laptop utilization.  

Abstract

This study examined the question of the relationship between the modality used to administer a final exam and the student outcomes achieved on the final exam in online university courses. This question directly addressed the issues of 1) the ongoing and dynamic growth of online university offerings and 2) the need for online universities to employ processes that will scale to allow for effective management of large numbers of online course takers. The study was a large-scale study that incorporated data from 100 online courses and over 1800 students across the full range of undergraduate course offering at the institution studied. The results indicate that in the university environment studied there was not a statistically significant difference between the average final exam score obtained irrespective of the modality used to administer the exam. The results of the study indicated that the use of sophisticated online exam software is a viable alternative to the use of proctored final exams. However, it is not necessarily sufficient to merely provide an online final exam. The environment studied also chose to take a number of measures to assure the academic rigor of the online exam and to minimize the ability of the student to access other online resources while taking the exam.