Abstract: Mobile learning (m-learning) is steadily growing and has undoubtedly derived benefits to learners and tutors in different learning environments. This paper investigates the variation in benefits derived from enhanced classroom learning through use of m-learning platforms in the context of a developing country owing to the fact that it is still in its initial stages. The study focused on how basic technology-enhanced pedagogic innovation like cell phone-based learning is enhancing classroom learning from the learners’ perspective. The paper explicitly indicates the opportunities presented by enhanced learning to a conventional learning environment like a physical classroom. The findings were obtained through a survey of two universities in Uganda in which data was quantitatively collected, analyzed and presented in a three banded diagram depicting the variation in the obtainable benefits. Learners indicated that a smartphone is the most commonly used device. Learners also indicate that straight lectures, student to student plus student to lecturer communication, accessing learning material and assignments are core activities. In a TEL environment support by smartphones, learners indicated that they conveniently achieve the prior activities plus discussions and group work. Learners seemed not attracted to the possibility of using TEL environment to take lectures, as well as make class presentations. The less attractiveness of these two factors may be due to the teacher centered approach commonly applied in the country’s education system.
Abstract: 84 deaf students (from primary school to college) and their families participated in this inclusion project in cooperation with numerous institutions in northern Italy (Brescia-Lombardy). Participants were either congenitally deaf or their deafness was related to other pathologies. This research promoted the integration of deaf students as they pass from primary school to high school to college. Learning methods and processes were studied that focused on encouraging individual autonomy and socialization. The research team and its collaborators included school teachers, speech therapists, psychologists and home tutors, as well as teaching assistants, child neuropsychiatrists and other external authorities involved with deaf persons social inclusion programs. Deaf children and their families were supported, in terms of inclusion, and were made aware of the research team that focused on the Bisogni Educativi Speciali (BES or Special Educational Needs) (L.170/2010 - DM 5669/2011). This project included a diagnostic and evaluative phase as well as an operational one. Results demonstrated that deaf children were highly satisfied and confident; academic performance improved and collaboration in school increased. Deaf children felt that they had access to high school and college. Empowerment for the families of deaf children in terms of networking among local services that deal with the deaf also improved while family satisfaction also improved. We found that teachers and those who gave support to deaf children increased their professional skills. Achieving autonomy, instrumental, communicative and relational abilities were also found to be crucial. Project success was determined by temporal continuity, clear theoretical methodology, strong alliance for the project direction and a resilient team response.
Abstract: This project uses panel regression analyses to investigate the relationships between geography, institutions, and economic development, as guided by the theories of the 18th century French philosopher Montesquieu. Contemporary scholars of political economy perpetually misinterpret Montesquieu’s theories on climate, and in doing so they miss what could be the key to resolving the geography vs. institutions debate. There is a conspicuous gap in this literature, in that it does not consider whether geography and institutors might have an interactive, dynamic effect on economic development. This project seeks to bridge that gap. Data are used for all available countries over the years 1980-2013. Two interaction terms between geographic and institutional variables are employed within the empirical analyses, and these offer a unique contribution to the ongoing geography vs. institutions debate within the political economy literature. This study finds that there is indeed an interactive effect between geography and institutions, and that this interaction has a statistically significant effect on economic development. Democracy (as measured by Polity score) and rule of law and property rights (as measured by the Fraser index) have positive effects on economic development (as measured by GDP per capita), yet the magnitude of these effects are stronger in contexts where a low percent of the national population lives in the geographical tropics. This has implications for promoting economic development, and it highlights the importance of understanding geographical context.
Abstract: This article presents our prototype MASET (Multi
Agents System for E-Tutoring Learners engaged in online
collaborative work). MASET that we propose is a system which
basically aims to help tutors in monitoring the collaborative work of
students and their various interactions. The evaluation of such
interactions by the tutor is based on the results provided by the
automatic analysis of the interaction indicators. This system is
predicated upon the middleware JADE (Java Agent Development
Framework) and e-learning Moodle platform. The MASET
environment is modeled by AUML which allows structuring the
different interactions between agents for the fulfillment and
performance of online collaborative work. This multi-agent system
has been the subject of a practical experimentation based on the
interactions data between Master Computer Engineering and System
students.
Abstract: The purpose of the study was to investigate the
effectiveness of ICT training workshop of tutors of Allama Iqbal
Open University Pakistan. The study was delimited to tutors of
Multan region. The total sample comprised of 100 tutors. All the
tutors who participated in ICT training workshop in Multan region
were taken as sample in the study. A questionnaire having two parts,
based on five point rating scale was developed by the researcher. Part
one was about the competency level of computer skills while Part
two was based on items related to training delivery, structure and
content. Part One of questionnaire had five levels of competency
about computer skills. The questionnaire was personally administered
and collected back by the researcher himself on the last day of
workshop.
The collected data were analyzed by using descriptive statistics.
Through this study it was found that majority of the tutors strongly
agreed that training enhanced their computer skills. Majority of the
respondents consider themselves to be generally competent in the use
of computer. They also agreed that there was appropriate
infrastructure and technical support in lab during training workshop.
Moreover, it was found that the training imparted the knowledge of
pedagogy of using computers for distance education.
Abstract: Introducing Electromagnetic Interference and Electromagnetic Compatibility, or “The Art of Black Magic", for engineering students might be a terrifying experience both for students and tutors. Removing the obstacle of large, expensive facilities like a fully fitted EMC laboratory and hours of complex theory, this paper demonstrates a design of a laboratory setup for student exercises, giving students experience in the basics of EMC/EMI problems that may challenge the functionality and stability of embedded system designs. This is done using a simple laboratory installation and basic measurement equipment such as a medium cost digital storage oscilloscope, at the cost of not knowing the exact magnitude of the noise components, but rather if the noise is significant or not, as well as the source of the noise. A group of students have performed a trial exercise with good results and feedback.
Abstract: Students in high education are presented with new terms and concepts in nearly every lecture they attend. Many of them prefer Web-based self-tests for evaluation of their concepts understanding since they can use those tests independently of tutors- working hours and thus avoid the necessity of being in a particular place at a particular time. There is a large number of multiple-choice tests in almost every subject designed to contribute to higher level learning or discover misconceptions. Every single test provides immediate feedback to a student about the outcome of that test. In some cases a supporting system displays an overall score in case a test is taken several times by a student. What we still find missing is how to secure delivering of personalized feedback to a user while taking into consideration the user-s progress. The present work is motivated to throw some light on that question.
Abstract: A Web-based learning tool, the Learn IN Context
(LINC) system, designed and being used in some institution-s
courses in mixed-mode learning, is presented in this paper. This
mode combines face-to-face and distance approaches to education.
LINC can achieve both collaborative and competitive learning. In
order to provide both learners and tutors with a more natural way to
interact with e-learning applications, a conversational interface has
been included in LINC. Hence, the components and essential features
of LINC+, the voice enhanced version of LINC, are described. We
report evaluation experiments of LINC/LINC+ in a real use context
of a computer programming course taught at the Université de
Moncton (Canada). The findings show that when the learning
material is delivered in the form of a collaborative and voice-enabled
presentation, the majority of learners seem to be satisfied with this
new media, and confirm that it does not negatively affect their
cognitive load.