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Amy M

Designing for Mobile Devices in Higher Education Research « Researching Usabi... - 0 views

lorrainepaterson.wordpress.com/...s-in-higher-education-research

shared by Amy M on 20 Jun 12 - No Cached
  • Charging for it Creating a game Using specific locations (though some devices are able to detect location through browser applications) Using cameras Using accelerometers (to detect motion or rotation) Accessing file systems Offline users
  • Amy M on 20 Jun 12
     
    CDL Recommendations: Auto-detect mobile devices and automatically display mobile version of a site (though always provide obvious links back to the full version of the site). Create mobile websites rather than apps whenever possible so that users do not  need to download software in advance of using it. Advertise through a variety of channels, including campus or departmental emails, campus websites, library websites, and blogs. Overall CDL design recommendations: Set up testing practices and environments for the most heavily used device platforms (Apple iOS,  RIM Blackberry OS, and Android OS). Test with physical devices where possible rather than emulation environments. Support mobile web access as opposed to building standalone mobile applications. Adopt and maintain web analytical tools to accurate mobile device tracking and usage statistics for online services. Continue to survey constituents and end-users annually or bi-annually to capture rapidly changing behaviours.
James Ranni

Signal Detection on ePsych - 0 views

epsych.msstate.edu/...index.html

Module 4 assignment psychology experiment

shared by James Ranni on 20 Jul 09 - Cached
  • James Ranni on 20 Jul 09
     
    great content accompanied by an experiment on signal detection
Fiona Grady

Plagiarism and international students in academic libraries - 0 views

xg9ax2jm9j.scholar.serialssolutions.com/oneClickHelper

plagiarism international students

shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Purpose - The purpose of this paper is to describe how plagiarism and the detection of plagiarism are interwoven with the education of international students. Design/methodology/approach - The literature searches encompassed articles on the issue of plagiarism as it affects students coming from abroad. Findings - There is a definite problem involved in the interaction of international students in a higher education setting and plagiarism. Research limitations/implications - Although no survey was done for this article, much of the information gathered regarding plagiarism is dependent on external surveys. These surveys may not always be answered truthfully despite anonymity. There is also a dearth of data on plagiarism and international students. There is some anecdotal data on the subject. Practical implications - Although plagiarism is a serious problem on academic campuses, libraries and librarians can offer substantial help in deterring and preventing plagiarism especially with regard to international students. Originality/value - Librarians, knowledgeable about citation style sheets and formats, can be very valuable to international students who lack the skills. Students can learn to improve their citation skills with the help of a librarian with good bibliographic skills.
Joan McCabe

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students... - 1 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

learning teaching feedback asynchronous audio

shared by Joan McCabe on 09 Jun 12 - No Cached
  • Joan McCabe on 09 Jun 12
     
    This article describes how audio-based feedback contributes to increased learning, content retention, feelings of increased involvement, the ability to detect nuance and inflection which convey meaning, and fosters the class community. The study received very positive results.
J Robin Ward

Preparing Instructors for Quality Online Instruction - 1 views

www.westga.edu/...yang81.htm

shared by J Robin Ward on 12 Jun 10 - Cached
  • The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?
  • Instructors have many concerns about online education. Their primary concern is how online education changes their roles and responsibilities, and how they can adapt to this change. Online education is widely accepted as student-centered education, and the traditional education is regarded as professor-centered education. Due to a shift to online education, the instructor's role has become more of a facilitator than a traditional lecturer. Therefore, the traditional professor-centered educational environment and student-centered online educational environment will have many differences. Besides their role shifting, the role of the virtual instructor is to select and filter information for student consideration, to provide thought-provoking questions, and to facilitate well-considered discussion (Kettner-Polley, 1999).
  • Clark (2002) pointed out that online learner must be a constructivist learner. This suggests that the learner must be active in the process, cognitively complex and motivated. According to Clark , motivating factors in the learning process include self-reference, personal goals, control and autonomy . Howland & Moore's (2002) study examined 48 students' experiences in online environments. Their results confirmed that the students who were the most positive in their perceptions of online learning were those with attributes consistent with constructivist learners. The most positive students were more independent, proactive and responsible for their learning.
  • ...14 more annotations...
  • Alley and Jansak (2001) have also identified 10 keys to quality online learning. The authors suggested that online courses will be high quality when they are student-centered and when: Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • nstructors may lack sufficient information on how well learners actually perform
  • how to appropriately use technology to serve an instructional purpose tends
  • they have to face the challenge of lack of direct interpersonal contact with students
  • the instructor to motivate students to adjust their roles when becoming an online learner
  • Since face to face instruction is usually eliminated in online classes, i
  • While arguments have been made in opposition to online education, there are proponents who are in support of this mode of instruction. They suggest that the lack of face-to-face interaction can be substituted by online discussions in bulletin board systems, online video conferences or on listservs (Blake, 2000). Online education can also promote students' critical thinking skills, deep learning, collaborative learning, and problem-solving skills (Ascough, 2002; Rosie, 2000). Donlevy (2003) asserted that online education may help schools expand curricula offerings with less cost and can help graduates gain important technology skills to improve their marketability. Proponents also argue that online education can encourage non-discriminatory teaching and learning practices since the teachers and students, as well as students and their classmates typically do not meet face-to-face. Palloff and Pratt (1999) have concluded that because students cannot tell the race, gender, physical characteristics of each other and their teachers, online education presents a bias-free teaching and learning environment for instructors and students.
  • academic dishonesty of online learners (Muirhead, 2000)
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      This is one of the topics I expressed interest in -- need to take a look at the source.
  • several factors that may deter faculty from teaching online.
  • lack of professional prestige
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      Similar to Rogers 2003.
  • While many critics have suggested that there is no sure way to hold students accountable for academic dishonesty, Heberling (2002) concluded that while maintaining academic integrity in the online instructional setting may be a challenging, many strategies may be employed to detect and prevent plagiarism, such as reversing an Internet search, tracking back to an original source.
  • 10 keys to quality online learning
  • Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • Alley and Jansak (2001)
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