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A simple low-cost stereographic video capture 普通类
It is recognised that the teaching of complex psychomotor skills using online delivery is difficult without the support of either face-to-face coaching and tuition or a stereoscopic viewing system that provides users with a feel for the spatial nature of the skills being taught. To date, the limitations of bandwidth, and the high cost and sophistication of existing three-dimensional video production and viewing technologies have limited the use of stereoscopic video imaging to highly funded fields, such as sports and medical research or military applications. The advent of desktop video editing software, along with personal video players (such as the Apple iPod and iPhone) with small screens utilising efficient video codecs, means that high-quality video podcasts can now be effectively created and delivered via the Internet. Combining these new video technologies with a conventional analogue stereo viewing and capture system makes the production of stereoscopic video potentially much more accessible to educators as a practical teaching tool. This paper seeks to alert educational designers to an exploratory study into a potentially useful methodology for the capture, production, dissemination and viewing of stereoscopic video images using existing, low-cost technologies. Aside from the production of a simple viewer, the process is straightforward and requires only basic and readily available equipment. Applications in education as well as vocational and sports training are self-evident.
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Which do students prefer to evaluate their essays 普通类
The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) (MY Access) and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted their draft to MY Access, received feedback from this automated grading system and then made some revision. In addition to the AWE, they also had peer revision in writing class. Three issues, including how writers used the feedback from these two kinds of evaluation, what progress they made in writing and how they perceived these two kinds of evaluation, are discussed. Results showed that EFL learners in Taiwan generally opted for PE over AWE. These findings raise several relevant issues, including social learning, feedback strategies, computer anxiety and cultural impact.
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between technology use and student outcomes 普通类
The author argues that to examine the relationship between technology use and student outcomes, the quality of technology use—how, and what, technology is used—is a more significant factor than the quantity of technology use—how much technology is used. This argument was exemplified by an empirical study that used both angles to examine the association between technology use and student outcomes.When only the quantity of technology use was examined, no significant association was observed. However, when the quality of technology was examined by investigating the specific types of technology uses, a significant association was identified between technology use and all student outcomes. Furthermore, different types of technology use showed different influences on specific student outcomes. General technology uses were positively associated with student technology proficiency, while subject-specific technology uses were negatively associated with student technology proficiency. Social-communication technology uses were significantly positively associated with developmental outcomes such as self-esteem and positive attitude towards school. Entertainment/exploration technology use showed significant positive association with student learning habits. None of these technology uses had significant influence on student academic outcome. Specific suggestions for integrating technology into schools and future research were provided.
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Implications for training and learning 普通类
Computers and associated technology have become central to modern life. In a society where the population is rapidly ageing, the acceptance and utilisation of developing technologies by an older population is becoming increasingly important. This review highlights similarities and differences between the attitudes and acceptance of technology by older and younger people, leading to the conclusion that similar factors influence both age groups—hence, older people could well be taught to use technology in a similar manner to younger people.While all learners, irrespective of age, should receive sufficient time for training in a positive and supportive environment, this review suggests that due consideration ought to be given to the amount of time allowed for older users to learn new skills and the manner in which learners are treated in a positive and valued manner.
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The role of the computer in pupils’ interaction 普通类
This paper discusses the results of a study of the role of the computer in scaffolding pupils’ interaction and its effects on the disabled (D) pupils’ participation and inclusion in the context of socio-cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non-disabled (ND) pupils working together on computer-based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each comprising a D child and an ND peer) were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for verbal interaction. Through application of video analyses, seven central aspects of interaction were identified: helping behaviours, motivation, self-confidence, peer-acceptance, affection, positive and negative socioemotional status, and the input of the computer. Results of the study showed that the computer was a mediational scaffolding agent of the other six areas of the participants’ interaction as it: (1) was an important interactional agent in initiating and terminating a conversation, (2) facilitated interaction and participation, as an intellectual and physical tool, (3) promoted different styles of interaction (not always positive ones) through the various input and output devices, by differentiating participation. Hence, the computer emerged as the third party in the collaborative activity which provided various opportunities and motivations for interaction.
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Learning spaces learning environments 普通类
Traditionally, at least according to popular wisdom, learning took place in venues that were custom-designed for the purpose. The purpose, given the evidence of the artefacts withwhichwe are confronted, seems to have been the educational equivalent of the production line that so succinctly characterised the industrialisation of society. One consequence of this design logic, however, is that learning is defined as something that is married to a ‘place’. This paper will argue that the conceptual ‘slippage’ that characterises the disappearing differences between ‘learning spaces’ and ‘learning environments’, coupled with the further ‘displacement’ of the learner (turned avatar) in virtual spaces such as Facebook and Second Life, serves to ‘displace’ learning itself. The paper argues further that we have failed to recognise the primacy of ‘physical situatedness’ to our conceptions of learning itself. In short, our difficulty in understanding and articulating the nature of learning is partly brought about by our inability to articulate where learning takes place—in a world characterised by virtual space and electronic selves. If we are to articulate the nature of learning in our age, then we need to articulate the nature of the real and virtual spaces and bodies that we inhabit.
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Learning through face-to-face online discussions 普通类
This paper reports on research investigating student experiences of learning through face-to-face and online discussions in a political science course in a large Australian university. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing on conceptions of what students learn, approaches to learning, and learning outcomes. The main hypothesis tested here was that there are qualitative differences in the student conceptions of learning through discussions and their approaches to face-to-face and online discussions. Furthermore, it was expected to find that these differences were reflected in the learning outcomes, that is, student approaches would be linked to more complete conceptions of learning and to better academic performance. More tentatively, the existence of causal relationships between these aspects of learning and academic performance was also explored. Data on students’ conceptions and approaches was collected through closed-ended questionnaires and final mark was used as an indicator of the quality of learning (academic performance). Our analysis identified variations in the quality of conceptions and student approaches also revealing strong associations between what students thought their learning is about, the way they approached their learning, and academic performance in both face-to-face and online contexts. Implications of these findings for research and practice are elaborated.
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learning by giving receiving peer feedback 普通类
This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers’ projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students’ own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers’ projects may facilitate student learning.
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Gender differences in usage satisfaction 普通类
Studies reported that more than half of blog users are female (Henning, 2003); most of their content was journal-type posts. Female users update more frequently and use blogs more than male users. Herring and Paolillo (2006) indicated that males like to talk about cars, sports, computers and so on, and females like to talk about gossip. In terms of vocabulary use, the researchers discovered that female users usually usewords such as sorry, appreciate or thankful; male users usually use aggressive words and sometimes are rude (Eckert & McConnell-Ginet, 2003; Herring, 1993). From the literature review, we found that the conclusions regarding gender differences in blog use were quite different. Also, we found that few studies discussed self-efficacy about blogging. Thus, in this research, we try to discuss gender differences in terms of students’ usage, satisfaction, self-efficacy and performance.
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Early adolescents' perceptions of educational 普通类
Introduction The use of robots in our daily life is becoming more and more popular. For example, robots can be used to serve the human beings, in teaching children language or in assisting the disabled. The learning of robotics maybe a trend and can give students an opportunity to design and create new applications (Resnick, Ocko & Papert, 1988). Many researchers have attempted to probe the factors that influence the manner in which students use and learn robotics (Liu, Kou, Lin, Cheng & Chen, 2008). However, few have explored students’ perceptions of educational robots and learning of robotics. This study can be considered as a pilot study that investigates early adolescents’ perceptions of educational robots and learning of robotics. The students’ perceptions of educational robots and learning of robotics shape their attitudes and behaviours towards the use of educational robots and learning of robotics. Therefore, this study conducted interviews to investigate early adolescents’ perceptions of educational robots and learning of robotics, to assign categories to the descriptions of their perceptions, and to develop a scale in order to collect more students’ perceptions of educational robots and learning of robotics.