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How to be a Brilliant Mentor 普通类
Other topics the authors cover include online homework and equity of the use of the Net; writing and creating PowerPoint presentations; how the use of computers has affected students’ writing; and how they create presentations. They dedicate a chapter to assessment and how teachers can create tests and deliver quizzes and exams online to students and howto use computers to evaluate different aspects of students’ learning. Last, they discuss the best practices for teaching in computing environments and the tools that can help the teacher to manage classes and curriculum.
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Distance learning in advanced military education 普通类
High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military training. However, the question is what distance learning methodology best suits such a proprietary learning purpose. This study presents a sequential process of developing distance learning courses in advanced military education. Further, the Petri-Net analytical approach is adopted to discover the essential interaction requirements of advanced military education delivered via Internet. This study developed a systematic method for designing e-learning systems according to specific requirements of target courses. The proposed approach starts by comparing on-campus programs with the existing e-learning systems to identify the steps required to transform the program into an e-learning system. After first outlining the pedagogy of the on-campus program, its proposed teaching flow through the Internet is then sketched. Finally, the Petri-Net model was used for in-depth analysis of the stages affecting the learning curve of the line office taking e-learning courses. The example of a “Joint Operations” AME course elaborated the presented approach. An e-learning system prototype was also designed accordingly. Lastly, an experiment was conducted to verify the efficiency of the presented approach.
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New Approaches to Qualitative Research 普通类
The authors also discuss the role of effective discussion and communication in helping students engage in learning and learn the content better. They talk about note taking using computers and the different programs that students can use to help them do that. Then they discuss presented inquiry and other ways that a teacher can use to direct students to find the information they want without spending a lot of time on websites that they do not need. And they cover the different ways of searching the Net effectively.
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Prediction of student’s mood 普通类
Building computerized mechanisms that will accurately, immediately and continually recognize a learner’s affective state and activate an appropriate response based on integrated pedagogical models is becoming one of the main aims of artificial intelligence in education. The goal of this paper is to demonstrate how the various kinds of evidence could be combined so as to optimize inferences about affective states during an online self-assessment test. A formula-based method has been developed for the prediction of students’ mood, and it was tested using data emanated from experiments made with 153 high school students from three different regions of a European country. The same set of data is analyzed developing a neural network method. Furthermore, the formula-based method is used as an input parameter selection module for the neural network method. The results vindicate to a great degree the formula-based method’s assumptions about student’s mood and indicate that neural networks and conventional algorithmic methods should not be in competition but complement each other for the development of affect recognition systems. Moreover, it becomes apparent that neural networks can provide an alternative for and improvements over tutoring systems’ affect recognition methods.
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Best Ideas for Teaching with Technology 普通类
The book discusses four main questions: Is it important for children of this age to learn to use technology? Are some children in a better position than others to take advantage of technology? Which technologies are best suited to their needs? How can preschool practitioners recognise and extend children’s experiences with technology? In response, the nine chapters focus on a variety of relevant themes; examples are
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Growing Up with Technology 普通类
The discussion takes place over nine chapters framed by an introduction and conclusion and provides three useful appendices with a detailed overview of data collection methods, the importance of the guided enquiry approach, and ethical consideration of research with young children. Another strength of the book is the detailed case study approach with which researchers present a rich ethnographic account of home and nursery use of technologies by the young children.
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Learning with web-based interactive objects 普通类
In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students’ perception of the objects’ effectiveness for learning. Three applications are described in detail in this article, namely: Panoramic Radiography: Principles and Interpretation, Gross Human Anatomy 3D Atlas and Restorative Dentistry: Virtual and Interactive Cavity Preparation. Each of these applications introduces unique elements of interactivity with the learning content, specifically designed to address hard-to-grasp concepts in their respective dental disciplines. The results of a student survey conducted post-deployment suggest that the visual and interactive features embedded in the three applications have the potential to induce positive outcomes in mediating the students’ conceptualization of difficult theoretical notions.
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Constructivism and Social Learning 普通类
While it is often assumed that young children growing up in the first decade of the twenty-first century are accustomed to digital technologies and the Net as natural parts of their home and school environments, we still need research studies to examine the nuances of these relationships in depth and to do so by considering technology use over a sufficient period of time. Indeed, labelling everyone as a so-called “digital native” can have a pernicious effect in that it erases key differences between learners. One of the strengths of this new book, Growing up with technology: Young children learning in a digital world, is that it is based on empirical research arising from longitudinal projects with a clear focus on extending research and knowledge in the field.
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Patterns of email use by teachers and implications 普通类
This paper attempts to identify the patterns of email use by schoolteachers. The findings are based on a survey of 2998 Singapore teachers whose teaching experiences ranged from 24 to 48 months. The result shows that teachers use email mainly to communicate with colleagues, and the degree of email use varies according to the school level that the teachers are working in. While the teachers teaching at higher school levels (Grades 11–12) email their colleagues more frequently than their counterparts teaching at lower school levels especially primary school teachers, the latter tend to email parents more frequently than other teachers. Implications of the findings are discussed in relevance to pre-service teacher education, teacher professional development and ICT adoption in organisations.
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Re-designing Learning Contexts 普通类
Jan Herrington is at Murdoch University and Ron Oliver is at Edith Cowan University, both in Perth, Western Australia, while Thomas Reeves is at the University of Georgia in Atlanta, USA. The three have collaborated successfully before, not least in research. This time they have put together a book with serious intent to help thosewho teach in higher and further education (not schools). Needless to say, all three believe in authentic e-learning.