Real-Time Collaboration of Virtual Laboratories through the Internet

ERIC Educational Resources Information Center

Jara, Carlos A.; Candelas, Francisco A.; Torres, Fernando; Dormido, Sebastian; Esquembre, Francisco; Reinoso, Oscar

2009-01-01

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the…

The Effect of Web-Based Collaborative Learning Methods to the Accounting Courses in Technical Education

ERIC Educational Resources Information Center

Cheng, K. W. Kevin

2009-01-01

This study mainly explored the effect of applying web-based collaborative learning instruction to the accounting curriculum on student's problem-solving attitudes in Technical Education. The research findings and proposed suggestions would serve as a reference for the development of accounting-related curricula and teaching strategies. To achieve…

Collaborative Learning and Knowledge-Construction through a Knowledge-Based WWW Authoring Tool.

ERIC Educational Resources Information Center

Haugsjaa, Erik

This paper outlines hurdles to using the World Wide Web for learning, specifically in a collaborative knowledge-construction environment. Theoretical solutions based directly on existing Web environments, as well as on research and system prototypes in the areas of Intelligent Tutoring Systems (ITS) and ITS authoring systems, are suggested. Topics…

Physical Webbing: Collaborative Kinesthetic Three-Dimensional Mind Maps[R

ERIC Educational Resources Information Center

Williams, Marian H.

2012-01-01

Mind Mapping has predominantly been used by individuals or collaboratively in groups as a paper-based or computer-generated learning strategy. In an effort to make Mind Mapping kinesthetic, collaborative, and three-dimensional, an innovative pedagogical strategy, termed Physical Webbing, was devised. In the Physical Web activity, groups…

Teaching with technology: free Web resources for teaching and learning.

PubMed

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

Integrating Web 2.0-Based Informal Learning with Workplace Training

ERIC Educational Resources Information Center

Zhao, Fang; Kemp, Linzi J.

2012-01-01

Informal learning takes place in the workplace through connection and collaboration mediated by Web 2.0 applications. However, little research has yet been published that explores informal learning and how to integrate it with workplace training. We aim to address this research gap by developing a conceptual Web 2.0-based workplace learning and…

Pervasive Knowledge, Social Networks, and Cloud Computing: E-Learning 2.0

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2015-01-01

Embedding Web 2.0 in learning processes has extended learning from traditional based learning-centred to a collaborative based learning-centred institution that emphasises learning anywhere and anytime. While deploying Semantic Web into e-learning offers a broader spectrum of pervasive knowledge acquisition to enrich users' experience in learning.…

Accessible Collaborative Learning Using Mobile Devices

ERIC Educational Resources Information Center

Wald, Mike; Li, Yunjia; Draffan, E. A.

2014-01-01

This paper describes accessible collaborative learning using mobile devices with mobile enhancements to Synote, the freely available, award winning, open source, web based application that makes web hosted recordings easier to access, search, manage, and exploit for all learners, teachers and other users. Notes taken live during lectures using…

Building a Critical Components for Successful Multimedia-Based Collaborative eLearning Design Framework

ERIC Educational Resources Information Center

Asanok, M.; Kitrakan, P.; Brahmawong, C.

2008-01-01

With newly developing multimedia and web-based technologies have provided opportunities of developing a multimedia-based collaborative eLearning systems. The development of eLearning systems has started a revolution for instructional content delivering, learning activities and social communication. Based on various positions on this issue have…

Combining Collaborative Learning with Learning Management Systems in Teaching Programming Language

ERIC Educational Resources Information Center

Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

2006-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of web-based education. In this experimental study, a highly interactive and collaborative teaching environment was created using Moodle, a learning management system with two types of Collaborative Tools (CTs): Standard CT and Advanced CT to create a…

Bridging the Gap between Students and Computers: Supporting Activity Awareness for Network Collaborative Learning with GSM Network

ERIC Educational Resources Information Center

Liu, C.-C.; Tao, S.-Y.; Nee, J.-N.

2008-01-01

The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability…

Teachers' Attitudes to and Beliefs about Web-Based Collaborative Learning Environments in the Context of an International Implementation

ERIC Educational Resources Information Center

Kollias, V.; Mamalougos, N.; Vamvakoussi, X.; Lakkala, M.; Vosniadou, S.

2005-01-01

Fifty-six teachers, from four European countries, were interviewed to ascertain their attitudes to and beliefs about the Collaborative Learning Environments (CLEs) which were designed under the Innovative Technologies for Collaborative Learning Project. Their responses were analysed using categories based on a model from cultural-historical…

The Design of Modular Web-Based Collaboration

NASA Astrophysics Data System (ADS)

Intapong, Ploypailin; Settapat, Sittapong; Kaewkamnerdpong, Boonserm; Achalakul, Tiranee

Online collaborative systems are popular communication channels as the systems allow people from various disciplines to interact and collaborate with ease. The systems provide communication tools and services that can be integrated on the web; consequently, the systems are more convenient to use and easier to install. Nevertheless, most of the currently available systems are designed according to some specific requirements and cannot be straightforwardly integrated into various applications. This paper provides the design of a new collaborative platform, which is component-based and re-configurable. The platform is called the Modular Web-based Collaboration (MWC). MWC shares the same concept as computer supported collaborative work (CSCW) and computer-supported collaborative learning (CSCL), but it provides configurable tools for online collaboration. Each tool module can be integrated into users' web applications freely and easily. This makes collaborative system flexible, adaptable and suitable for online collaboration.

Virtual Learning Spaces in the Web: An Agent-Based Architecture of Personalized Collaborative Learning Environment.

ERIC Educational Resources Information Center

Nunez Esquer, Gustavo; Sheremetov, Leonid

This paper reports on the results and future research work within the paradigm of Configurable Collaborative Distance Learning, called Espacios Virtuales de Apredizaje (EVA). The paper focuses on: (1) description of the main concepts, including virtual learning spaces for knowledge, collaboration, consulting, and experimentation, a…

Learning Strategies in Web-Supported Collaborative Project

ERIC Educational Resources Information Center

ChanLin, Lih-Juan

2012-01-01

Web-based learning promotes computer-mediated interaction and student-centred learning in most higher education institutions. To fulfil their academic requirements, students develop appropriate strategies to support learning. Purposes of this study were to: (1) examine the relationship between students study strategies (assessed by Learning and…

An Investigation of Coopetitive Pedagogic Design for Knowledge Creation in Web-Based Learning

ERIC Educational Resources Information Center

Fu, Fong-Ling; Wu, Ya-Ling; Ho, Hsi-Chuan

2009-01-01

Information and communication technologies (ICTs) have created a supportive environment for collaborative learning at the expense of student motivation and engagement. This study attempts to explore the development of a productive learning atmosphere in the context of Web-based learning. An experiment is conducted with university-level students…

The impact of group membership on collaborative learning with wikis.

PubMed

Matschke, Christina; Moskaliuk, Johannes; Kimmerle, Joachim

2013-02-01

The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed.

The Impact of Group Membership on Collaborative Learning with Wikis

PubMed Central

Matschke, Christina; Moskaliuk, Johannes

2013-01-01

Abstract The social web stimulates learning through collaboration. However, information in the social web is often associated with information about its author. Based on previous evidence that ingroup information is preferred to outgroup information, the current research investigates whether group memberships of wiki authors affect learning. In an experimental study, we manipulated the group memberships (ingroup vs. outgroup) of wiki authors by using nicknames. The designated group memberships (being fans of a soccer team or not) were completely irrelevant for the domain of the wiki (the medical disorder fibromyalgia). Nevertheless, wiki information from the ingroup led to more integration of information into prior knowledge as well as more increase of factual knowledge than information from the outgroup. The results demonstrate that individuals apply social selection strategies when considering information from wikis, which may foster, but also hinder, learning and collaboration. Practical implications for collaborative learning in the social web are discussed. PMID:23113690

Web-based Cases in Teaching and Learning - the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication.

ERIC Educational Resources Information Center

Jarvela, Sanna; Hakkinen, Paivi

2002-01-01

Examines the quality of asynchronous interaction in Web-based conferencing among preservice teachers. The study combines asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. Results point out different levels of Web-based discussion: higher-level, progressive, and lower-level discussion. A…

EVA: Collaborative Distributed Learning Environment Based in Agents.

ERIC Educational Resources Information Center

Sheremetov, Leonid; Tellez, Rolando Quintero

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is presented. The environment is composed of knowledge, collaboration, consulting, experimentation, and personal spaces as a collection of agents and conventional software components working over the knowledge domains. All…

Discovery of Action Patterns and User Correlations in Task-Oriented Processes for Goal-Driven Learning Recommendation

ERIC Educational Resources Information Center

Zhou, Xiaokang; Chen, Jian; Wu, Bo; Jin, Qun

2014-01-01

With the high development of social networks, collaborations in a socialized web-based learning environment has become increasing important, which means people can learn through interactions and collaborations in communities across social networks. In this study, in order to support the enhanced collaborative learning, two important factors, user…

A Web-Based Learning Support System for Inquiry-Based Learning

NASA Astrophysics Data System (ADS)

Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

Multi-Agent Framework for Virtual Learning Spaces.

ERIC Educational Resources Information Center

Sheremetov, Leonid; Nunez, Gustavo

1999-01-01

Discussion of computer-supported collaborative learning, distributed artificial intelligence, and intelligent tutoring systems focuses on the concept of agents, and describes a virtual learning environment that has a multi-agent system. Describes a model of interactions in collaborative learning and discusses agents for Web-based virtual…

Beyond Web-Based Training: Learning Unplugged.

ERIC Educational Resources Information Center

Gayeski, Diane M.

2002-01-01

Discussion of corporate training focuses on the Internet, Web-based training, and the latest trend toward wireless technology. Topics include the emerging workplace, including continuous learning and collaboration and aiding performance; mobile delivery systems for corporate instructional designers; and types of mobile devices, including PDAs…

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education.

PubMed

Boulos, Maged N Kamel; Maramba, Inocencio; Wheeler, Steve

2006-08-15

We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' - an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.

Gender Divide and Acceptance of Collaborative Web 2.0 Applications for Learning in Higher Education

ERIC Educational Resources Information Center

Huang, Wen-Hao David; Hood, Denice Ward; Yoo, Sun Joo

2013-01-01

Situated in the gender digital divide framework, this survey study investigated the role of computer anxiety in influencing female college students' perceptions toward Web 2.0 applications for learning. Based on 432 college students' "Web 2.0 for learning" perception ratings collected by relevant categories of "Unified Theory of Acceptance and Use…

Internal and External Scripts in Computer-Supported Collaborative Inquiry Learning

ERIC Educational Resources Information Center

Kollar, Ingo; Fischer, Frank; Slotta, James D.

2007-01-01

We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment. Ninety students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured)…

Design Considerations for Enhancing Confidence and Participation in Web Based Courses.

ERIC Educational Resources Information Center

Winfield, William; Mealy, Martha; Scheibel, Pamela

The University of Wisconsin Learning Innovations Center's instructional design model for World Wide Web delivered courses incorporates a range of collaborative discussions and interactive experiences for the learner. In addition, these courses capitalize on the multimedia learning environment that the web offers to accommodate many kinds of…

A Web-Based Synchronous Collaborative Review Tool: A Case Study of an On-Line Graduate Course

ERIC Educational Resources Information Center

Serce, Fatma Cemile; Yildirim, Soner

2006-01-01

On-line collaboration is an instructional method that facilitates collaboration in an on-line learning setting. To promote effective collaboration, it is vital to reveal both the student's and the instructor's point of view pertaining to effective on-line collaboration. In this study, the effectiveness of a learning management system in on-line…

Space ALIVE!: A Multimedia-Enhanced Collaborative Learning Environment.

ERIC Educational Resources Information Center

Looi, Chee-Kit; Ang, D.

2000-01-01

Discusses online text-based collaborative learning environments such as Multi-User Dimensions (MUDs) and Object-Oriented MUDs (MOOs) and describes a multimedia-enhanced, Web-based MOO (WOO) called SpaceALIVE! that was the subject of a pilot project with Singapore secondary school students. (Contains 15 references.) (LRW)

A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students.

PubMed

Reis, Pamela J; Faser, Karl; Davis, Marquietta

2015-01-01

Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Developing Distributed Collaboration Systems at NASA: A Report from the Field

NASA Technical Reports Server (NTRS)

Becerra-Fernandez, Irma; Stewart, Helen; Knight, Chris; Norvig, Peter (Technical Monitor)

2001-01-01

Web-based collaborative systems have assumed a pivotal role in the information systems development arena. While business to customers (B-to-C) and business to business (B-to-B) electronic commerce systems, search engines, and chat sites are the focus of attention, web-based systems span the gamut of information systems that were traditionally confined to internal organizational client server networks. For example, the Domino Application Server allows Lotus Notes (trademarked) uses to build collaborative intranet applications and mySAP.com (trademarked) enables web portals and e-commerce applications for SAP users. This paper presents the experiences in the development of one such system: Postdoc, a government off-the-shelf web-based collaborative environment. Issues related to the design of web-based collaborative information systems, including lessons learned from the development and deployment of the system as well as measured performance, are presented in this paper. Finally, the limitations of the implementation approach as well as future plans are presented as well.

Adaptive Social Learning Based on Crowdsourcing

ERIC Educational Resources Information Center

Karataev, Evgeny; Zadorozhny, Vladimir

2017-01-01

Many techniques have been developed to enhance learning experience with computer technology. A particularly great influence of technology on learning came with the emergence of the web and adaptive educational hypermedia systems. While the web enables users to interact and collaborate with each other to create, organize, and share knowledge via…

From Web 2.0 to Teacher 2.0

ERIC Educational Resources Information Center

Thomas, David A.; Li, Qing

2008-01-01

The World Wide Web is evolving in response to users who demand faster and more efficient access to information, portability, and reusability of digital objects between Web-based and computer-based applications and powerful communication, publication, collaboration, and teaching and learning tools. This article reviews current uses of Web-based…

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit

2013-01-01

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as…

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

PubMed Central

Boulos, Maged N Kamel; Maramba, Inocencio; Wheeler, Steve

2006-01-01

Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. Summary and conclusion If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience. PMID:16911779

Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group

ERIC Educational Resources Information Center

Wichadee, Saovapa

2013-01-01

Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. The current study examined and compared summary writing abilities between students learning by wiki-based collaboration and students learning by traditional face-to-face collaboration.…

QSIA--A Web-Based Environment for Learning, Assessing and Knowledge Sharing in Communities

ERIC Educational Resources Information Center

Rafaeli, Sheizaf; Barak, Miri; Dan-Gur, Yuval; Toch, Eran

2004-01-01

This paper describes a Web-based and distributed system named QSIA that serves as an environment for learning, assessing and knowledge sharing. QSIA--Questions Sharing and Interactive Assignments--offers a unified infrastructure for developing, collecting, managing and sharing of knowledge items. QSIA enhances collaboration in authoring via online…

Students' Socio-Scientific Reasoning in an Astrobiological Context during Work with a Digital Learning Environment

ERIC Educational Resources Information Center

Hansson, Lena; Redfors, Andreas; Rosberg, Maria

2011-01-01

In a European project--CoReflect--researchers in seven countries are developing, implementing and evaluating teaching sequences using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective work. The learning environments will be iteratively tested and refined, during different phases of…

The Underutilization of Information and Communication Technology-Assisted Collaborative Project-Based Learning among International Educators: A Delphi Study

ERIC Educational Resources Information Center

Kramer, Barry S.; Walker, Andrew E.; Brill, Jennifer M.

2007-01-01

This study explores the barriers associated with teachers implementing information and communication technology-assisted collaborative project-based learning (ICTCPrjBL) as a classroom teaching methodology with students. We used a Web-based Delphi method to engage experienced educators in anonymous consensus building consisting of three rounds of…

Two Screens and an Ocean: Collaborating across Continents and Cultures with Web-Based Tools

ERIC Educational Resources Information Center

Frydenberg, Mark; Andone, Diana

2010-01-01

This paper describes the implementation and results of a cross-cultural pairing between college students in the United States and Romania who worked together over the period of one month to create a multimedia presentation that shared their learning about topics of multimedia and culture. Students could use any web-based collaboration tools of…

Effects of Group Reflection Variations in Project-Based Learning Integrated in a Web 2.0 Learning Space

ERIC Educational Resources Information Center

Kim, Paul; Hong, Ji-Seong; Bonk, Curtis; Lim, Gloria

2011-01-01

A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education.…

Leveraging CRT Awareness in Creating Web-Based Projects through Use of Online Collaborative Learning for Pre-Service Teachers

ERIC Educational Resources Information Center

Chuang, Hsueh-Hua

2016-01-01

This paper explores the roles played by cloud computing technologies and social media in facilitating a learning community for online group collaborative learning, and particularly explores opportunities and challenges in leveraging culturally responsive teaching (CRT) awareness in educational technology. It describes implementation of a…

Harnessing the Power of Technologies to Manage Collaborative e-Learning Projects in Dispersed Environments

ERIC Educational Resources Information Center

Gosper, Maree Veroncia; McNeill, Margot Anne; Woo, Karen

2010-01-01

"The impact of web-based lecture technologies on current and future practice in learning and teaching" was a collaborative project across four Australian universities, funded by the Australian Learning and Teaching Council (ALTC). The project was both exploratory and developmental in nature and according to the project's external…

Supporting Inquiry in Science Classrooms with the Web

ERIC Educational Resources Information Center

Simons, Krista; Clark, Doug

2005-01-01

This paper focuses on Web-based science inquiry and five representative science learning environments. The discussion centers around features that sustain science inquiry, namely, data-driven investigation, modeling, collaboration, and scaffolding. From the perspective of these features five science learning environments are detailed: Whyville,…

Web-based GIS for collaborative planning and public participation: an application to the strategic planning of wind farm sites.

PubMed

Simão, Ana; Densham, Paul J; Haklay, Mordechai Muki

2009-05-01

Spatial planning typically involves multiple stakeholders. To any specific planning problem, stakeholders often bring different levels of knowledge about the components of the problem and make assumptions, reflecting their individual experiences, that yield conflicting views about desirable planning outcomes. Consequently, stakeholders need to learn about the likely outcomes that result from their stated preferences; this learning can be supported through enhanced access to information, increased public participation in spatial decision-making and support for distributed collaboration amongst planners, stakeholders and the public. This paper presents a conceptual system framework for web-based GIS that supports public participation in collaborative planning. The framework combines an information area, a Multi-Criteria Spatial Decision Support System (MC-SDSS) and an argumentation map to support distributed and asynchronous collaboration in spatial planning. After analysing the novel aspects of this framework, the paper describes its implementation, as a proof of concept, in a system for Web-based Participatory Wind Energy Planning (WePWEP). Details are provided on the specific implementation of each of WePWEP's four tiers, including technical and structural aspects. Throughout the paper, particular emphasis is placed on the need to support user learning throughout the planning process.

Incorporating a collaborative web-based virtual laboratory in an undergraduate bioinformatics course.

PubMed

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a face-to-face lecture course with a web-based virtual laboratory presents new opportunities for collaborative learning of the conceptual material, and for fostering peer support of technical bioinformatics questions. To explore this combination, an in-person lecture-only undergraduate bioinformatics course was augmented with a remote web-based laboratory, and tested with a large class. This study hypothesized that the collaborative virtual lab would foster active learning and peer support, and tested this hypothesis by conducting a student survey near the end of the semester. Respondents broadly reported strong benefits from the online laboratory, and strong benefits from peer-provided technical support. In comparison with traditional in-person teaching labs, students preferred the virtual lab by a factor of two. Key aspects of the course architecture and design are described to encourage further experimentation in teaching collaborative online bioinformatics laboratories. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

Collaborative Communication Technologies and Learning in College Courses: Which Are Used, for What Purposes, and to What Ends?

ERIC Educational Resources Information Center

Waldeck, Jennifer H.; Dougherty, Kathleen

2012-01-01

Web-based communication technologies that enable collaboration and sharing of information among users - such as podcasts, wikis, blogs, message boards, and others--are used commonly in contemporary organizations to increase and manage employee learning. In this investigation, we identify which of these collaborative communication technologies are…

A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

ERIC Educational Resources Information Center

Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

2013-01-01

When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

E-Learning 3.0 = E-Learning 2.0 + Web 3.0?

ERIC Educational Resources Information Center

Hussain, Fehmida

2012-01-01

Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If Web 2.0 is about social networking and mass collaboration between the creator and…

A Linked Data-Based Collaborative Annotation System for Increasing Learning Achievements

ERIC Educational Resources Information Center

Zarzour, Hafed; Sellami, Mokhtar

2017-01-01

With the emergence of the Web 2.0, collaborative annotation practices have become more mature in the field of learning. In this context, several recent studies have shown the powerful effects of the integration of annotation mechanism in learning process. However, most of these studies provide poor support for semantically structured resources,…

The Effect of Dynamic Web Technologies on Student Academic Achievement in Problem-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Korucu, Agâh Tugrul; Cakir, Hasan

2018-01-01

Some of the 21st century proficiencies expected from people are determined as collaborative working and problem solving. One way to gain these proficiencies is by using collaborative problem solving based on social constructivism theory. Collaborative problem solving is one of the methods allowing for social constructivism in the class. In…

The Learning Space: Teachers Taking Charge.

ERIC Educational Resources Information Center

Steede-Terry, Karen

2001-01-01

Describes The Learning Space, a Seattle-based organization that provides support for classroom teachers by providing a means of communicating and collaborating with other teachers via the World Wide Web. Discusses the Web site that includes classroom lessons and considers growth of the organization to expand to other states. (LRW)

Investigating Pedagogical Value of Wiki Technology

ERIC Educational Resources Information Center

Hazari, Sunil; North, Alexa; Moreland, Deborah

2009-01-01

This exploratory study investigates the potential of Wiki technology as a tool for teaching and learning. Wikis are a component of Web 2.0 technology tools that provide collaborative features and active learning opportunities in a web-based environment. This research study sought to empirically determine the pedagogical value of using Wiki…

Perceptions of Saudi Students towards Electronic and Traditional Writing Groups

ERIC Educational Resources Information Center

Alqurashi, Fahad

2008-01-01

This paper reports the findings of an experiment that investigated the reactions of Saudi college students to collaborative learning techniques introduced in two modalities: face-to-face and web-based learning. Quantitative data were collected with a questionnaire that examined the changes of three constructs: attitudes toward collaboration,…

A Collaborative, Wiki-Based Organic Chemistry Project Incorporating Free Chemistry Software on the Web

ERIC Educational Resources Information Center

Evans, Michael J.; Moore, Jeffrey S.

2011-01-01

In recent years, postsecondary instructors have recognized the potential of wikis to transform the way students learn in a collaborative environment. However, few instructors have embraced in-depth student use of chemistry software for the creation of interactive chemistry content on the Web. Using currently available software, students are able…

EFL Learners' Intercultural Competence Development in an International Web Collaboration Project

ERIC Educational Resources Information Center

Lázár, Ildikó

2015-01-01

This article is based on an analysis of a small sample of data from an international web collaboration project between four classes of English as a foreign language (EFL) learners guided by their English teachers in four different countries in Europe. As few studies have been published about intercultural communication in blended learning EFL…

Digital books.

PubMed

Wink, Diane M

2011-01-01

In this bimonthly series, the author examines how nurse educators can use the Internet and Web-based computer technologies such as search, communication, and collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes digital books.

Teaching with technology: automatically receiving information from the internet and web.

PubMed

Wink, Diane M

2010-01-01

In this bimonthly series, the author examines how nurse educators can use the Internet and Web-based computer technologies such as search, communication, and collaborative writing tools, social networking and social bookmarking sites, virtual worlds, and Web-based teaching and learning programs. This article presents information and tools related to automatically receiving information from the Internet and Web.

Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2016-01-01

Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

Distance Learning: A Way of Life-Long Learning

DTIC Science & Technology

2005-09-01

promise of future benefits. 15. SUBJECT TERMS training, educational technology , distributed learning , distance learning , collaboration, online instruction...knowledge." - Aristotle Introduction Modern learning technology assumes various names: distance learning , distributed training, computer-based...training, web-based learning , or advanced distributed learning . No matter the name, the basic concept is using computer technology for instruction with no

Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

NASA Astrophysics Data System (ADS)

Sun, Daner; Looi, Chee-Kit

2013-02-01

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment's intended design and its actual usage in the classroom.

Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

ERIC Educational Resources Information Center

Mwanza-Simwami, Daisy

2016-01-01

Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal…

Promoting the Role of Occupational Therapy in School-Based Collaboration: Outcome Project

ERIC Educational Resources Information Center

Christner, Andrea

2015-01-01

This evidence-based project provided a professional development opportunity for educators to enhance the awareness of school-based occupational therapy and promote a collaborative approach when supporting student participation in daily learning tasks. Through asynchronous web-based delivery, participants viewed five narrated PowerPoint…

The Process, Dialogues, and Attitudes of Vocational Engineering High School Students in a Web Problem-Based Learning (WPBL) System

ERIC Educational Resources Information Center

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer

2012-01-01

This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a…

Web-Based Instruction and Learning: Analysis and Needs Assessment

NASA Technical Reports Server (NTRS)

Grabowski, Barbara; McCarthy, Marianne; Koszalka, Tiffany

1998-01-01

An analysis and needs assessment was conducted to identify kindergarten through grade 14 (K-14) customer needs with regard to using the World Wide Web (WWW) for instruction and to identify obstacles K-14 teachers face in utilizing NASA Learning Technologies products in the classroom. The needs assessment was conducted as part of the Dryden Learning Technologies Project which is a collaboration between Dryden Flight Research Center (DFRC), Edwards, California and Tne Pennsylvania State University (PSU), University Park, Pennsylvania. The overall project is a multiyear effort to conduct research in the development of teacher training and tools for Web-based science, mathematics and technology instruction and learning.

Creating and Nurturing Distributed Asynchronous Learning Environments.

ERIC Educational Resources Information Center

Kochtanek, Thomas R.; Hein, Karen K.

2000-01-01

Describes the evolution of a university course from a face-to-face experience to a Web-based asynchronous learning environment. Topics include cognition and learning; distance learning and distributed learning; student learning communities and the traditional classroom; the future as it relates to education and technology; collaborative student…

Virtual collaboration in the online educational setting: a concept analysis.

PubMed

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.

Incorporating Collaborative Technologies into University Curricula: Lessons Learned

ERIC Educational Resources Information Center

Hunt, C. Steven; Smith, Lola B.; Chen, Minder

2010-01-01

Web-based collaboration tools and groupware are uniquely qualified to address the emerging business opportunities heretofore hindered by location barriers, constraints of time, and expensive travel costs. Global business enterprises are implementing online collaboration software to augment their face-to-face meetings and group decision making in…

Online Reading Informs Classroom Instruction and Promotes Collaborative Learning

ERIC Educational Resources Information Center

Wright, L. Kate; Zyto, Sacha; Karger, David R.; Newman, Dina L.

2013-01-01

Web-based collaborative annotation tools can facilitate communication among students and their instructors through online reading and communication. Collaborative reading fosters peer interaction and is an innovative way to facilitate discussion and participation in larger enrollment courses. It can be especially powerful as it creates an…

Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

ERIC Educational Resources Information Center

Hack, Catherine

2013-01-01

Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy…

Cloud computing.

PubMed

Wink, Diane M

2012-01-01

In this bimonthly series, the author examines how nurse educators can use Internet and Web-based technologies such as search, communication, and collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes how cloud computing can be used in nursing education.

Optimizing use of library technology.

PubMed

Wink, Diane M; Killingsworth, Elizabeth K

2011-01-01

In this bimonthly series, the author examines how nurse educators can use the Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. This article describes optimizing the use of library technology.

Webquests for English-Language Learners: Essential Elements for Design

ERIC Educational Resources Information Center

Sox, Amanda; Rubinstein-Avila, Eliane

2009-01-01

The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the…

Globally Networked Collaborative Learning in Industrial Design

ERIC Educational Resources Information Center

Bohemia, Erik; Ghassan, Aysar

2012-01-01

This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

Comparing Modes of Delivery: Classroom and On-Line (and Other) Learning.

ERIC Educational Resources Information Center

deLeon, Linda; Killian, Jerri

2000-01-01

Moving beyond question of whether on-line education is beneficial or harmful, explores conditions under which one or another of six instructional methods lecture, collaborative learning, experiential learning, learning contracts, televised courses, and Web-based learning work best. Finds specific methods more appropriate for some subject matters,…

Designing Collaborative E-Learning Environments Based upon Semantic Wiki: From Design Models to Application Scenarios

ERIC Educational Resources Information Center

Li, Yanyan; Dong, Mingkai; Huang, Ronghuai

2011-01-01

The knowledge society requires life-long learning and flexible learning environment that enables fast, just-in-time and relevant learning, aiding the development of communities of knowledge, linking learners and practitioners with experts. Based upon semantic wiki, a combination of wiki and Semantic Web technology, this paper designs and develops…

Approximating the Practice of Mathematics Teaching: What Learning Can Web-Based, Multimedia Storyboarding Software Enable?

ERIC Educational Resources Information Center

Herbst, Patricio; Chieu, Vu-Minh; Rougée, Annick

2014-01-01

This paper builds on Grossman's notion of approximations of practice as scaled-down opportunities for preservice teachers to learn to teach by doing. The authors propose the use of media rich, collaborative web-authoring tools for preservice teachers to create, complete, or edit scenarios in which they practice particular activities of teaching,…

Personalised and Self Regulated Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software

ERIC Educational Resources Information Center

McLoughlin, Catherine; Lee, Mark J. W.

2010-01-01

Research findings in recent years provide compelling evidence of the importance of encouraging student control over the learning process as a whole. The socially based tools and technologies of the Web 2.0 movement are capable of supporting informal conversation, reflexive dialogue and collaborative content generation, enabling access to a wide…

Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs

ERIC Educational Resources Information Center

Liu, Sarah Hsueh-Jui; Lan, Yu-Ju

2016-01-01

This study reports on the differences in motivation, vocabulary gain, and perceptions on using or the Google Docs between individual and collaborative learning at a tertiary level. Two classes of English-as-a-Foreign Language (EFL) students were recruited and each class was randomly assigned into one of the two groups--individuals or…

The Knowledge Web: Learning and Collaborating on the Net. Open and Distance Learning Series.

ERIC Educational Resources Information Center

Eisenstadt, Marc, Ed.; Vincent, Tom, Ed.

This book contains a collection of examples of new and effective uses of the World Wide Web in education from the Knowledge Media Institute (KMi) at the Open University (Great Britain). The publication is organized in three main sections--"Learning Media,""Collaboration and Presence," and "Knowledge Systems on the…

Evolving from Course-Centric to Learning-Centric: Portfolios, Wikis, and Social Learning

ERIC Educational Resources Information Center

Everhart, Deborah

2006-01-01

Teaching and learning strategies for using course management systems have evolved from basic "fill in the blank" models to interactive designs that encourage multi-formatted individual contributions and collaborative forms of learning. In keeping with the participatory development of online resources, web-based courses are shifting from…

Integration of Problem-Based Learning and Web-Based Multimedia to Enhance Soil Management Course

NASA Astrophysics Data System (ADS)

Strivelli, R.; Krzic, M.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Simard, S.; Grand, S.

2012-04-01

In an attempt to address declining enrolment in soil science programs and the changing learning needs of 21st century students, several universities in North America and around the world have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. At the University of British Columbia, Canada, an interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop an interactive web-based teaching resource, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/) was a collaborative and concentrated effort to maximize the advantages of two educational approaches: (1) the web's interactivity, flexibility, adaptability and accessibility, and (2) PBL's ability to foster an authentic learning environment, encourage group work and promote the application of core concepts. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool effectively conveyed case study objectives and was appealing to students. The resource is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management but it is flexible enough to be adapted to other natural resource courses. Project planning and an interactive overview of the tool will be given during the presentation.

Creating Web-Based Environmental Education Resources through Community and University Partnerships

ERIC Educational Resources Information Center

Phelps, Renata; Maddison, Carrie; Skamp, Keith; Braithwaite, Richard

2008-01-01

Community groups often seek to engage with schools in promoting environmental education goals. A collaborative initiative is described in which university pre-service teacher education students were encouraged to create Web-based teaching and learning resources, related to rainforests and world heritage areas, for use at primary and secondary…

Lessons from interprofessional e-learning: piloting a care of the elderly module.

PubMed

Juntunen, Anitta; Heikkinen, Eija

2004-08-01

Educating health care professionals is a key issue in the provision of quality healthcare services. Interprofessional education has been suggested as a means of meeting this challenge. Four Finnish polytechnics providing education for nurses, social workers and physiotherapists wished to develop the content and methods of teaching the care of the elderly by collaboratively creating and implementing an interprofessional module of 15 European Credit Transfer units, using e-learning. This paper examines the planning and assessment of the impact of the pilot module. The web-based environment eminently suited teaching interprofessional care of the elderly. It supported content and methodological development and renewal of the module. It enabled discussion and collaboration between nursing, social work and rehabilitation teachers and students from the Polytechnics which are located in different parts of Finland. However, it became evident during the pilot that the most crucial challenges of the web-based pedagogy were in the ability of the teacher to supervise, support and motivate students and the organisation of interprofessional learning offered by collaborating institutions.

Statistical Model for Predicting Roles and Effects in Learning Community

ERIC Educational Resources Information Center

Chang, Chih-Kai; Chen, Gwo-Dong; Wang, Chin-Yeh

2011-01-01

Functional roles may explain the learning performance of groups. Detecting a functional role is critical for promoting group learning performance in computer-supported collaborative learning environments. However, it is not easy for teachers to identify the functional roles played by students in a web-based learning group, or the relationship…

Networked Learning: Design Considerations for Online Instructors

ERIC Educational Resources Information Center

Czerkawski, Betul C.

2016-01-01

The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to…

Implementing Collaborative Design in the Next Series of eLearning Platforms

ERIC Educational Resources Information Center

Kropf, Dorothy

2013-01-01

Collaborative design empowers learning management system (LMS) providers and end users (online students) to develop a vibrant teaching and learning community. Successful periodic collaborations utilizing collaborative web tools between these two pivotal groups can produce the next series of eLearning platforms that are fertile grounds for…

The Effectiveness of Using Learning Management Systems and Collaborative Tool in Web-Based Teaching of Programming Languages

ERIC Educational Resources Information Center

Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

2006-01-01

This paper is about a pilot study which has been carried out at the Near East University during the 2004/5 Fall Semester using the Moodle LMS [learning management system] together with GREWPtool collaborative editor. The system has been tested with 36 students taking the Java and the Pascal programming courses. The results of the pilot study…

"A Dance with the Butterflies:" A Metamorphosis of Teaching and Learning through Technology

ERIC Educational Resources Information Center

McPherson, Sarah

2009-01-01

This paper describes a web-based collaborative project called "A Dance with the Butterflies" that applied the brain-based research of the Center for Applied Special Technologies (CAST) and principles of Universal Design for Learning (UDL) to Pre-K-4 science curriculum. Learning experiences were designed for students to invoke the Recognition,…

Record Desktop Activity as Streaming Videos for Asynchronous, Video-Based Collaborative Learning.

ERIC Educational Resources Information Center

Chang, Chih-Kai

As Web-based courses using videos have become popular in recent years, the issue of managing audiovisual aids has become noteworthy. The contents of audiovisual aids may include a lecture, an interview, a featurette, an experiment, etc. The audiovisual aids of Web-based courses are transformed into the streaming format that can make the quality of…

A Framework for Adaptive Learning Design in a Web-Conferencing Environment

ERIC Educational Resources Information Center

Bower, Matt

2016-01-01

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

Academic Web Authoring Mulitmedia Development and Course Management Tools

ERIC Educational Resources Information Center

Halloran, Margaret E.

2005-01-01

Course management software enables faculty members to learn one software package for web-based curriculum, assessment, synchronous and asynchronous discussions, collaborative work, multimedia and interactive resource development. There are as many as 109 different course management software packages on the market and several studies have evaluated…

Effects of Web based inquiry on physical science teachers and students in an urban school district

NASA Astrophysics Data System (ADS)

Stephens, Joanne

An inquiry approach in teaching science has been advocated by many science educators for the past few decades. Due to insufficient district funding for science teaching, inadequate science laboratory facilities, and outdated science materials, inquiry teaching has been difficult for many science teachers, particularly science teachers in urban settings. However, research shows that the availability of computers with high speed Internet access has increased in all school districts. This study focused on the effects of inservice training on teachers and using web based science inquiry activities with ninth grade physical science students. Participants were 16 science teachers and 474 physical science students in an urban school district of a large southern U.S. city. Students were divided into control and experimental groups. The students in the experimental group participated in web based inquiry activities. Students in the control group were taught using similar methods, but not web based science activities. Qualitative and quantitative data were collected over a nine-week period using instruments and focus group interviews of students' and teachers' perceptions of the classroom learning environment, students' achievement, lesson design and classroom implementation, science content of lesson, and classroom culture. The findings reported that there were no significant differences in teachers' perception of the learning environment before and after implementing web based inquiry activities. The findings also reported that there were no overall significant differences in students' perceptions of the learning environment and achievement, pre-survey to post-survey, pre-test to post-test, between the control group and experimental group. Additional findings disclosed that students in the experimental group learned in a collaborative environment. The students confirmed that collaborating with others contributed to a deeper understanding of the science content. This study provides insights about utilizing technology to promote science inquiry teaching and learning. This study describes students' and teachers' perceptions of using web based inquiry to support scientific inquiry.

Web-Based Learning Information System for Web 3.0

NASA Astrophysics Data System (ADS)

Rego, Hugo; Moreira, Tiago; García-Peñalvo, Francisco Jose

With the emergence of Web/eLearning 3.0 we have been developing/adjusting AHKME in order to face this great challenge. One of our goals is to allow the instructional designer and teacher to access standardized resources and evaluate the possibility of integration and reuse in eLearning systems, not only content but also the learning strategy. We have also integrated some collaborative tools for the adaptation of resources, as well as the collection of feedback from users to provide feedback to the system. We also provide tools for the instructional designer to create/customize specifications/ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, as well as recommendation of adaptations in learning resources. We also consider the concept of mobility and mobile technology applied to eLearning, allowing access by teachers and students to learning resources, regardless of time and space.

Web 2.0 and Marketing Education: Explanations and Experiential Applications

ERIC Educational Resources Information Center

Granitz, Neil; Koernig, Stephen K.

2011-01-01

Although both experiential learning and Web 2.0 tools focus on creativity, sharing, and collaboration, sparse research has been published integrating a Web 2.0 paradigm with experiential learning in marketing. In this article, Web 2.0 concepts are explained. Web 2.0 is then positioned as a philosophy that can advance experiential learning through…

Constructs for Web 2.0 Learning Environments: A Theatrical Metaphor

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Blocher, Michael; Roberts, Gayle

2008-01-01

Web 2.0 technologies empower learners to create personalized and community-based collaborative environments. Social networking technology affords learners to weave their human networks through active connections to understand what we know and we want to know. Social acts that bring out identities, awareness, relationships, connections, and…

Teaching from the Web: Constructing a Library Learning Environment Where Connections Can Be Made.

ERIC Educational Resources Information Center

Cox, Suellen; Housewright, Elizabeth

2001-01-01

Describes a course developed by librarians at California State University, Fullerton as an introduction to information technology for freshmen students. Topics include collaboration and feedback from team teaching; formal assessment and student evaluation;, and the increasing use of Web-based resources and technology. (Author/LRW)

"Concept to Classroom": Web-based Workshops for Teachers.

ERIC Educational Resources Information Center

Donlevy, James G.; Donlevy, Tia Rice

2000-01-01

Describes "Concept to Classroom", a series of free, online workshops developed by channel Thirteen/WNET New York and Disney Learning Partnerships to help teachers explore issues in education including multiple intelligences, constructivism, academic standards, cooperative and collaborative learning, assessment, curriculum redesign,…

Collaborative Inquiry with a Web-Based Science Learning Environment: When Teachers Enact It Differently

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2014-01-01

Though discussion of the teacher factor in ICT-enabled science learning abounds in the literature, the investigation of Teacher Enactments (TEs) of ICT-facilitated lessons through exploring teaching practices is still under-explored and under-recognized. Current studies are still lacking in evidence-based findings of TEs based on the investigation…

Constructing a Streaming Video-Based Learning Forum for Collaborative Learning

ERIC Educational Resources Information Center

Chang, Chih-Kai

2004-01-01

As web-based courses using videos have become popular in recent years, the issue of managing audio-visual aids has become pertinent. Generally, the contents of audio-visual aids may include a lecture, an interview, a report, or an experiment, which may be transformed into a streaming format capable of making the quality of Internet-based videos…

Confronting Globalisation: Learning from Intercontinental Collaboration

ERIC Educational Resources Information Center

Larsson, Staffan; Boud, David; Dahlgren, Madeleine Abrandt; Walters, Shirley; Sork, Tom

2005-01-01

Higher education institutions are responding to globalisation in various ways. This study describes and analyses challenges encountered in a recent case of global collaboration between four universities on different continents in developing a web-based master's program. The key issue was how to develop programs in a way that is fair for the…

Collaborative E-Learning Using Semantic Course Blog

ERIC Educational Resources Information Center

Lu, Lai-Chen; Yeh, Ching-Long

2008-01-01

Collaborative e-learning delivers many enhancements to e-learning technology; it enables students to collaborate with each other and improves their learning efficiency. Semantic blog combines semantic Web and blog technology that users can import, export, view, navigate, and query the blog. We developed a semantic course blog for collaborative…

Electronic toolkit for nursing education.

PubMed

Trangenstein, Patricia A

2008-12-01

In an ever-increasing hectic and mobile society, Web-based instructional tools can enhance and supplement student learning and improve communication and collaboration among participants, give rapid feedback on one's progress, and address diverse ways of learning. Web-based formats offer distinct advantages by allowing the learner to view course materials when they choose, from any Internet connection, and as often as they want. The challenge for nurse educators is to assimilate the knowledge and expertise to understand and appropriately use these tools. A variety of Web-based instructional tools are described in this article. As nurse educators increase their awareness of these potential adjuncts they can select appropriate applications that are supported by their institution to construct their own "toolkit."

The Effects of a Creative Commons Approach on Collaborative Learning

ERIC Educational Resources Information Center

Liu, Chen-Chung; Tao, Shu-Yuan; Chen, Wei-Hung; Chen, Sherry Y.; Liu, Baw-Jhiune

2013-01-01

Social media on the World Wide Web, such as Wiki, are increasingly applied to support collaborative learning for students to conduct a project together. However, recent studies indicated that students, learning in the collaborative project, may not actively contribute to the collaborative work and are involved only in a limited level of positive…

A Folksonomy-Based Lightweight Resource Annotation Metadata Schema for Personalized Hypermedia Learning Resource Delivery

ERIC Educational Resources Information Center

Lau, Simon Boung-Yew; Lee, Chien-Sing; Singh, Yashwant Prasad

2015-01-01

With the proliferation of social Web applications, users can now collaboratively author, share and access hypermedia learning resources, contributing to richer learning experiences outside formal education. These resources may or may not be educational. However, they can be harnessed for educational purposes by adapting and personalizing them to…

The Personal Learning Planner: Collaboration through Online Learning and Publication

ERIC Educational Resources Information Center

Gibson, David; Sherry, Lorraine; Havelock, Bruce

2007-01-01

This paper discusses the online Personal Learning Planner (PLP) project underway at the National Institute of Community Innovations (NICI), one of the partners in the Teacher Education Network (TEN), a 2000 PT3 Catalyst grantee. The Web-based PLP provides a standards-linked "portfolio space" for both works in progress and demonstration collections…

Weather, Climate, Web 2.0: 21st Century Students Speak Climate Science Well

ERIC Educational Resources Information Center

Sundberg, Cheryl White; Kennedy, Teresa; Odell, Michael R. L.

2013-01-01

Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using 21st century social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing…

"The Evolution of e-Learning in the Context of 3D Virtual Worlds"

ERIC Educational Resources Information Center

Kotsilieris, Theodore; Dimopoulou, Nikoletta

2013-01-01

Information and Communication Technologies (ICT) offer new approaches towards knowledge acquisition and collaboration through distance learning processes. Web-based Learning Management Systems (LMS) have transformed the way that education is conducted nowadays. At the same time, the adoption of Virtual Worlds in the educational process is of great…

Online Self-Assessment Materials: Do These Make a Difference to Student Learning?

ERIC Educational Resources Information Center

Peat, Mary

2000-01-01

Examines the use of Web-based online self-assessment in a large first-year biology class at the University of Sydney (Australia). Discusses a more student-centered focus to aid lifelong learning; collaborative learning; suitable and timely feedback; the use of Bloom's taxonomy; and student evaluations of self-assessment modules. (LRW)

EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment

ERIC Educational Resources Information Center

Ibarra-Sáiz, María Soledad; Rodríguez-Gómez, Gregorio

2016-01-01

For many years assessment strategies and practices have emphasized on the one hand the importance of integrating assessment and learning and, secondly, the need to develop technological tools that facilitate this relationship and integration. In this paper, firstly we describe the EvalCOMIX® web service and then we present the opinions of…

The Relationship of the World Wide Web to Thinking Skills.

ERIC Educational Resources Information Center

Bradshaw, Amy C.; Bishop, Jeanne L.; Gens, Linda S.; Miller, Sharla L.; Rogers, Martha A.

2002-01-01

Discusses use of the World Wide Web in education and its possibilities for developing higher order critical thinking skills to successfully deal with the demands of the future information society. Suggests that teachers need to provide learning environments that are learner-centered, authentic, problem-based, and collaborative. (Contains 61…

"WGL," a Web Laboratory for Geometry

ERIC Educational Resources Information Center

Quaresma, Pedro; Santos, Vanda; Maric, Milena

2018-01-01

The role of information and communication technologies (ICT) in education is nowadays well recognised. The "Web Geometry Laboratory," is an e-learning, collaborative and adaptive, Web environment for geometry, integrating a well known dynamic geometry system. In a collaborative session, teachers and students, engaged in solving…

Using the Geospatial Web to Deliver and Teach Giscience Education Programs

NASA Astrophysics Data System (ADS)

Veenendaal, B.

2015-05-01

Geographic information science (GIScience) education has undergone enormous changes over the past years. One major factor influencing this change is the role of the geospatial web in GIScience. In addition to the use of the web for enabling and enhancing GIScience education, it is also used as the infrastructure for communicating and collaborating among geospatial data and users. The web becomes both the means and the content for a geospatial education program. However, the web does not replace the traditional face-to-face environment, but rather is a means to enhance it, expand it and enable an authentic and real world learning environment. This paper outlines the use of the web in both the delivery and content of the GIScience program at Curtin University. The teaching of the geospatial web, web and cloud based mapping, and geospatial web services are key components of the program, and the use of the web and online learning are important to deliver this program. Some examples of authentic and real world learning environments are provided including joint learning activities with partner universities.

Web Geometry Laboratory: Case Studies in Portugal and Serbia

ERIC Educational Resources Information Center

Santos, Vanda; Quaresma, Pedro; Maric, Milena; Campos, Helena

2018-01-01

The role of information and communication technologies (ICT) in education is well recognised--learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a…

Lost in Interaction in IMS Learning Design Runtime Environments

ERIC Educational Resources Information Center

Derntl, Michael; Neumann, Susanne; Oberhuemer, Petra

2014-01-01

Educators are exploiting the advantages of advanced web-based collaboration technologies and massive online interactions. Interactions between learners and human or nonhuman resources therefore play an increasingly important pedagogical role, and the way these interactions are expressed in the user interface of virtual learning environments is…

The Online Learning Academy.

ERIC Educational Resources Information Center

Taylor, Suzanne Liebowitz; McKay, Donald P.; Culp, Ann; Baumann, Stephen; Elinich, Karen

This paper describes the Online Learning Academy (OLLA), a World Wide Web-based presence that supports the use of telecomputing in the classroom by: connecting teachers to each other and Internet educational resources; fostering the use of online resources and collaboration; encouraging and enabling the sharing of classroom experiences; and…

"Can You Hear Me, Hanoi?" Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning

ERIC Educational Resources Information Center

Cunningham, Una; Fagersten, Kristy Beers; Holmsten, Elin

2010-01-01

At Dalarna University, Sweden, modes of communication are offered at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real…

Lessons Learned from a Collaborative Sensor Web Prototype

NASA Technical Reports Server (NTRS)

Ames, Troy; Case, Lynne; Krahe, Chris; Hess, Melissa; Hennessy, Joseph F. (Technical Monitor)

2002-01-01

This paper describes the Sensor Web Application Prototype (SWAP) system that was developed for the Earth Science Technology Office (ESTO). The SWAP is aimed at providing an initial engineering proof-of-concept prototype highlighting sensor collaboration, dynamic cause-effect relationship between sensors, dynamic reconfiguration, and remote monitoring of sensor webs.

WebQuests and Collaborative Learning in Teacher Preparation: A Singapore Study

ERIC Educational Resources Information Center

Yang, Chien-Hui; Tzuo, Pei-Wen; Komara, Cecile

2011-01-01

This research project aimed to introduce WebQuests to train special education preservice teachers in Singapore. The following research questions were posed: (1) Does the use of WebQuests in teacher preparation promote special education teacher understanding on Universal Design for Learning in accommodating students with diverse learning needs? (2)…

A Preliminary Evaluation of Using WebPA for Online Peer Assessment of Collaborative Performance by Groups of Online Distance Learners

ERIC Educational Resources Information Center

Murray, Jo-Anne; Boyd, Sharon

2015-01-01

Collaborative assessment has well-recognised benefits in higher education and, in online distance learning, this type of assessment may be integral to collaborative e-learning and may have a strong influence on the student's relationship with learning. While there are known benefits associated with collaborative assessment, the main drawback is…

Concept maps: A tool for knowledge management and synthesis in web-based conversational learning.

PubMed

Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

2016-01-01

Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

Assessing the Available ICT Infrastructure for Collaborative Web Technologies in a Blended Learning Environment in Tanzania: A Mixed Methods Research

ERIC Educational Resources Information Center

Pima, John Marco; Odetayo, Michael; Iqbal, Rahat; Sedoyeka, Eliamani

2016-01-01

This paper is about the use of a Mixed Methods approach in an investigation that sought to assess the available Information and Communication Technologies (ICT) infrastructure capable of supporting Collaborative Web Technologies (CWTs) in a Blended Learning (BL) environment in Tanzanian Higher Education Institutions (HEIs). We first used…

Contributing, Exchanging and Linking for Learning: Supporting Web Co-Discovery in One-to-One Environments

ERIC Educational Resources Information Center

Liu, Chen-Chung; Don, Ping-Hsing; Chung, Chen-Wei; Lin, Shao-Jun; Chen, Gwo-Dong; Liu, Baw-Jhiune

2010-01-01

While Web discovery is usually undertaken as a solitary activity, Web co-discovery may transform Web learning activities from the isolated individual search process into interactive and collaborative knowledge exploration. Recent studies have proposed Web co-search environments on a single computer, supported by multiple one-to-one technologies.…

Leveraging Learning Technologies for Collaborative Writing in an Online Pharmacotherapy Course

ERIC Educational Resources Information Center

Pittenger, Amy L.; Olson-Kellogg, Becky

2012-01-01

The purpose of this project was to evaluate the development and delivery of a hypertext case scenario document to be used as the capstone assessment tool for doctoral-level physical therapy students. The integration of Web-based collaborative tools (PBworks[TM] and Google Sites[TM]) allowed students in this all-online course to apply their…

Theoretical and practical considerations for the development of online international collaborative learning for dental hygiene students.

PubMed

Gussy, M G; Knevel, R J M; Sigurdson, V; Karlberg, G

2006-08-01

Globalization and concurrent development in computer and communication technology has increased interest in collaborative online teaching and learning for students in higher education institutions. Many institutions and teachers have introduced computer-supported programmes in areas including dental hygiene. The potential for the use of this technology is exciting; however, its introduction should be careful and considered. We suggest that educators wanting to introduce computer-supported programmes make explicit their pedagogical principles and then select technologies that support and exploit these principles. This paper describes this process as it was applied to the development of an international web-based collaborative learning programme for dental hygiene students.

Communication and collaboration technologies.

PubMed

Cheeseman, Susan E

2012-01-01

This is the third in a series of columns exploring health information technology (HIT) in the neonatal intensive care unit (NICU). The first column provided background information on the implementation of information technology throughout the health care delivery system, as well as the requisite informatics competencies needed for nurses to fully engage in the digital era of health care. The second column focused on information and resources to master basic computer competencies described by the TIGER initiative (Technology Informatics Guiding Education Reform) as learning about computers, computer networks, and the transfer of data.1 This column will provide additional information related to basic computer competencies, focusing on communication and collaboration technologies. Computers and the Internet have transformed the way we communicate and collaborate. Electronic communication is the ability to exchange information through the use of computer equipment and software.2 Broadly defined, any technology that facilitates linking one or more individuals together is a collaborative tool. Collaboration using technology encompasses an extensive range of applications that enable groups of individuals to work together including e-mail, instant messaging (IM ), and several web applications collectively referred to as Web 2.0 technologies. The term Web 2.0 refers to web applications where users interact and collaborate with each other in a collective exchange of ideas generating content in a virtual community. Examples of Web 2.0 technologies include social networking sites, blogs, wikis, video sharing sites, and mashups. Many organizations are developing collaborative strategies and tools for employees to connect and interact using web-based social media technologies.3.

Facilitating Collaboration, Knowledge Construction and Communication with Web-Enabled Databases.

ERIC Educational Resources Information Center

McNeil, Sara G.; Robin, Bernard R.

This paper presents an overview of World Wide Web-enabled databases that dynamically generate Web materials and focuses on the use of this technology to support collaboration, knowledge construction, and communication. Database applications have been used in classrooms to support learning activities for over a decade, but, although business and…

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

NASA Astrophysics Data System (ADS)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the student), pedagogy ontology, and learner ontology (defines time constraint, comment, profile).

Evaluation of Keyphrase Extraction Algorithm and Tiling Process for a Document/Resource Recommender within E-Learning Environments

ERIC Educational Resources Information Center

Mangina, Eleni; Kilbride, John

2008-01-01

The research presented in this paper is an examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent…

Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School

ERIC Educational Resources Information Center

Baskerville, Delia

2012-01-01

Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers…

CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

Automatic Invocation Linking for Collaborative Web-Based Corpora

NASA Astrophysics Data System (ADS)

Gardner, James; Krowne, Aaron; Xiong, Li

Collaborative online encyclopedias or knowledge bases such as Wikipedia and PlanetMath are becoming increasingly popular because of their open access, comprehensive and interlinked content, rapid and continual updates, and community interactivity. To understand a particular concept in these knowledge bases, a reader needs to learn about related and underlying concepts. In this chapter, we introduce the problem of invocation linking for collaborative encyclopedia or knowledge bases, review the state of the art for invocation linking including the popular linking system of Wikipedia, discuss the problems and challenges of automatic linking, and present the NNexus approach, an abstraction and generalization of the automatic linking system used by PlanetMath.org. The chapter emphasizes both research problems and practical design issues through discussion of real world scenarios and hence is suitable for both researchers in web intelligence and practitioners looking to adopt the techniques. Below is a brief outline of the chapter.

Guiding Learners into Reengagement through the SCALE Environment: An Empirical Study

ERIC Educational Resources Information Center

Verginis, Ilias; Gouli, Evangelia; Gogoulou, Agoritsa; Grigoriadou, Maria

2011-01-01

The paper presents the facilities offered by the open learner model maintained in the web-based, adaptive, activity-oriented learning environment SCALE (Supporting Collaboration and Adaptation in a Learning Environment), in order to guide online students who become disengaged and support their reengagement. The open learner model (OLM_SCALE)…

Web-based continuing medical education. (II): Evaluation study of computer-mediated continuing medical education.

PubMed

Curran, V R; Hoekman, T; Gulliver, W; Landells, I; Hatcher, L

2000-01-01

Over the years, various distance learning technologies and methods have been applied to the continuing medical education needs of rural and remote physicians. They have included audio teleconferencing, slow scan imaging, correspondence study, and compressed videoconferencing. The recent emergence and growth of Internet, World Wide Web (Web), and compact disk read-only-memory (CD-ROM) technologies have introduced new opportunities for providing continuing education to the rural medical practitioner. This evaluation study assessed the instructional effectiveness of a hybrid computer-mediated courseware delivery system on dermatologic office procedures. A hybrid delivery system merges Web documents, multimedia, computer-mediated communications, and CD-ROMs to enable self-paced instruction and collaborative learning. Using a modified pretest to post-test control group study design, several evaluative criteria (participant reaction, learning achievement, self-reported performance change, and instructional transactions) were assessed by various qualitative and quantitative data collection methods. This evaluation revealed that a hybrid computer-mediated courseware system was an effective means for increasing knowledge (p < .05) and improving self-reported competency (p < .05) in dermatologic office procedures, and that participants were very satisfied with the self-paced instruction and use of asynchronous computer conferencing for collaborative information sharing among colleagues.

Are One-to-One Computers Necessary? An Analysis of Collaborative Web Exploration Activities Supported by Shared Displays

ERIC Educational Resources Information Center

Chang, Chia-Jung; Liu, Chen-Chung; Shen, Yan-Jhih

2012-01-01

Collaborative web exploration, in which learners work together to explore the World Wide Web, has become a key learning activity in education contexts. Learners can use a shared computer with a shared display to explore the web together. However, such a shared-computer approach may limit active participation among learners. To address this issue,…

Harnessing Collaborative Annotations on Online Formative Assessments

ERIC Educational Resources Information Center

Lin, Jian-Wei; Lai, Yuan-Cheng

2013-01-01

This paper harnesses collaborative annotations by students as learning feedback on online formative assessments to improve the learning achievements of students. Through the developed Web platform, students can conduct formative assessments, collaboratively annotate, and review historical records in a convenient way, while teachers can generate…

Teachers Click with Shared Content and Anytime Access

ERIC Educational Resources Information Center

Pijanowski, Lissa

2010-01-01

Web 2.0 is a widely used term to describe web-based tools that rely on user input and collaboration. So what would professional learning 2.0 look like? When educators are asked to do more with less and still reach ever-rising benchmarks for student achievement, leaders must begin to think differently about how classroom teachers are supported. Now…

Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-And Other-Regulatory Processes in an Ecology Classroom

ERIC Educational Resources Information Center

Azevedo, Roger; Winters, Fielding I.; Moos, Daniel C.

2004-01-01

This classroom study examined the role of low-achieving students' self-regulated learning (SRL) behaviors and their teacher's scaffolding of SRL while using a Web-based water quality simulation environment to learn about ecological systems. Forty-nine 11th and 12th grade students learned about ecology and the effects of land use on water quality…

Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning

ERIC Educational Resources Information Center

Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed

2016-01-01

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…

Global Connections: Web Conferencing Tools Help Educators Collaborate Anytime, Anywhere

ERIC Educational Resources Information Center

Forrester, Dave

2009-01-01

Web conferencing tools help educators from around the world collaborate in real time. Teachers, school counselors, and administrators need only to put on their headsets, check the time zone, and log on to meet and learn from educators across the globe. In this article, the author discusses how educators can use Web conferencing at their schools.…

A Quasi-Experimental Study of a Blended Course Integrated with Refined Web-Mediated Pedagogy of Collaborative Learning and Self-Regulated Learning

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2014-01-01

Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this…

Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?

ERIC Educational Resources Information Center

Fleischmann, Katja

2014-01-01

Technology has not only changed the work practice of designers but also how design is taught and learned. The emergence of digital technology has made computer labs a central learning space for design students. Since this change, studio-based learning in its traditional sense appears to be in decline in higher education institutions. This is in…

Promoting clinical competence: using scaffolded instruction for practice-based learning.

PubMed

Tilley, Donna Scott; Allen, Patricia; Collins, Cathie; Bridges, Ruth Ann; Francis, Patricia; Green, Alexia

2007-01-01

Competency-based education is essential for bridging the gap between education and practice. The attributes of competency-based education include an outcomes focus, allowance for increasing levels of competency, learner accountability, practice-based learning, self-assessment, and individualized learning experiences. One solution to this challenge is scaffolded instruction, where collaboration and knowledge facilitate learning. Collaboration refers to the role of clinical faculty who model desired clinical skills then gradually shift responsibility for nursing activity to the student. This article describes scaffolded instruction as applied in a Web-based second-degree bachelor of science in nursing (BSN) program. This second-degree BSN program uses innovative approaches to education, including a clinical component that relies on clinical coaches. Students in the program remain in their home community and complete their clinical hours with an assigned coach. The method will be described first, followed by a description of how the method was applied.

Towards adaptation in e-learning 2.0

NASA Astrophysics Data System (ADS)

Cristea, Alexandra I.; Ghali, Fawaz

2011-04-01

This paper presents several essential steps from an overall study on shaping new ways of learning and teaching, by using the synergetic merger of three different fields: Web 2.0, e-learning and adaptation (in particular, personalisation to the learner). These novel teaching and learning ways-the latter focus of this paper-are reflected in and finally adding to various versions of the My Online Teacher 2.0 adaptive system. In particular, this paper focuses on a study of how to more effectively use and combine the recommendation of peers and content adaptation to enhance the learning outcome in e-learning systems based on Web 2.0. In order to better isolate and examine the effects of peer recommendation and adaptive content presentation, we designed experiments inspecting collaboration between individuals based on recommendation of peers who have greater knowledge, and compare this to adaptive content recommendation, as well as to "simple" learning in a system with a minimum of Web 2.0 support. Overall, the results of adding peer recommendation and adaptive content presentation were encouraging, and are further discussed in detail in this paper.

Bringing Web 2.0 to bioinformatics.

PubMed

Zhang, Zhang; Cheung, Kei-Hoi; Townsend, Jeffrey P

2009-01-01

Enabling deft data integration from numerous, voluminous and heterogeneous data sources is a major bioinformatic challenge. Several approaches have been proposed to address this challenge, including data warehousing and federated databasing. Yet despite the rise of these approaches, integration of data from multiple sources remains problematic and toilsome. These two approaches follow a user-to-computer communication model for data exchange, and do not facilitate a broader concept of data sharing or collaboration among users. In this report, we discuss the potential of Web 2.0 technologies to transcend this model and enhance bioinformatics research. We propose a Web 2.0-based Scientific Social Community (SSC) model for the implementation of these technologies. By establishing a social, collective and collaborative platform for data creation, sharing and integration, we promote a web services-based pipeline featuring web services for computer-to-computer data exchange as users add value. This pipeline aims to simplify data integration and creation, to realize automatic analysis, and to facilitate reuse and sharing of data. SSC can foster collaboration and harness collective intelligence to create and discover new knowledge. In addition to its research potential, we also describe its potential role as an e-learning platform in education. We discuss lessons from information technology, predict the next generation of Web (Web 3.0), and describe its potential impact on the future of bioinformatics studies.

A Survey of the Collaboration Rate of Authors in the E-Learning Subject Area over a 10-Year Period (2005-2014) Using Web of Science

ERIC Educational Resources Information Center

Mohammadi, Aeen; Asadzandi, Shadi; Malgard, Shiva

2017-01-01

Partnership is one of the mechanisms of scientific development, and scientific collaboration or co-authorship is considered a key element in the progress of science. This study is a survey with a scientometric approach focusing on the field of e-learning products over 10 years. In an Advanced Search of the Web of Science, the following search…

Developing Classroom Web Sites for 21st Century Learning

ERIC Educational Resources Information Center

Tingen, Jennifer; Philbeck, Lauren; Holcomb, Lori B.

2011-01-01

Classroom Web sites have the potential to support and enhance student learning by targeting 21st century skills, such as collaboration among teachers, students, parents, and other teachers, media literacy, and interpersonal and self-directional skills, as well as thinking and problem-solving skills. Web 2.0 tools such as blogs, vokis, and podcasts…

The World Wide Web as a Medium of Instruction: What Works and What Doesn't

NASA Technical Reports Server (NTRS)

McCarthy, Marianne; Grabowski, Barbara; Hernandez, Angel; Koszalka, Tiffany; Duke, Lee

1997-01-01

A conference was held on March 18-20, 1997 to investigate the lessons learned by the Aeronautics Cooperative Agreement Projects with regard to the most effective strategies for developing instruction for the World Wide Web. The conference was a collaboration among the NASA Aeronautics and Space Transportation Technology Centers (Ames, Dryden, Langley, and Lewis), NASA Headquarters, the University of Idaho and The Pennsylvania State University. The conference consisted of presentations by the Aeronautics Cooperative Agreement Teams, the University of Idaho, and working sessions in which the participants addressed teacher training and support, technology, evaluation and pedagogy. The conference was also undertaken as part of the Dryden Learning Technologies Project which is a collaboration between the Dryden Education Office and The Pennsylvania State University. The DFRC Learning Technology Project goals relevant to the conference are as follows: conducting an analysis of current teacher needs, classroom infrastructure and exemplary instructional World Wide Web sites, and developing models for Web-enhanced learning environments that optimize teaching practices and student learning.

PHOTON2: A web-based professional development model for photonics technology education

NASA Astrophysics Data System (ADS)

Massa, Nicholas M.; Washburn, Barbara A.; Kehrhahn, Marijke; Donnelly, Judith F.; Hanes, Fenna D.

2004-10-01

In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

Educational Resources for Global Health in Otolaryngology.

PubMed

Hancock, Melyssa; Hoa, Michael; Malekzadeh, Sonya

2018-06-01

Advances in modern communications and information technology have helped to improve access to, and quality of, health care and education. These enhancements include a variety of World Wide Web-based and mobile learning platforms, such as eLearning, mLearning, and open education resources. This article highlights the innovative approaches that have fostered improved collaboration and coordination of global health efforts in otolaryngology. Copyright © 2018 Elsevier Inc. All rights reserved.

Design and Evaluation of Dedicated Smartphone Applications for Collaborative Science Education

NASA Astrophysics Data System (ADS)

Fertitta, John A., Jr.

2011-12-01

Over the past several years, the use of scientific probes is becoming more common in science classrooms. The goal of teaching with these science probes is to engage students in inquiry-based learning. However, they are often complicated and stationary, forcing experiments to remain in the classroom and limiting their use. The Internet System for Networked Sensor Experimentation (iSENSE) was created to address these limitations. iSENSE is a web-system for storing and visualizing sensor data. The project also includes a hardware package, the PINPoint, that interfaces to existing probes, and acts as a probe itself. As the mobile phone industry continues to advance, we are beginning to see smartphones that are just as powerful, if not more powerful, than many desktop computers. These devices are often equipped with advanced sensors, making them as capable as some science probes at a lower cost. With this background, this thesis explores the use of smartphones in secondary school science classrooms. By collaborating with one teacher, three custom applications were developed for four separate curriculum-based learning activities. The smartphones replaced existing traditional tools and science probes. Some data collected with the smartphones were uploaded to the iSENSE web-system for analysis. Student use of the smartphones and the subsequent scientific visualizations using the iSENSE web-system were observed. A teacher interview was conducted afterward. It was found that a collaborative design process involving the teacher resulted in the successful integration of smartphone applications into learning activities. In one case, the smartphones and use of iSENSE did not improve the students' understanding of the learning objectives. In several others, however, the smartphones out-performed traditional probeware as a data collector, and with the classroom teachers guidance, the iSENSE web-system facilitated more in-depth discussions of the data.

The Virtual Learning Commons (VLC): Enabling Co-Innovation Across Disciplines

NASA Astrophysics Data System (ADS)

Pennington, D. D.; Gandara, A.; Del Rio, N.

2014-12-01

A key challenge for scientists addressing grand-challenge problems is identifying, understanding, and integrating potentially relevant methods, models and tools that that are rapidly evolving in the informatics community. Such tools are essential for effectively integrating data and models in complex research projects, yet it is often difficult to know what tools are available and it is not easy to understand or evaluate how they might be used in a given research context. The goal of the National Science Foundation-funded Virtual Learning Commons (VLC) is to improve awareness and understanding of emerging methodologies and technologies, facilitate individual and group evaluation of these, and trace the impact of innovations within and across teams, disciplines, and communities. The VLC is a Web-based social bookmarking site designed specifically to support knowledge exchange in research communities. It is founded on well-developed models of technology adoption, diffusion of innovation, and experiential learning. The VLC makes use of Web 2.0 (Social Web) and Web 3.0 (Semantic Web) approaches. Semantic Web approaches enable discovery of potentially relevant methods, models, and tools, while Social Web approaches enable collaborative learning about their function. The VLC is under development and the first release is expected Fall 2014.

English for Business: Student Responses to Language Learning through Social Networking Tools

ERIC Educational Resources Information Center

García Laborda, Jesús; Litzler, Mary Frances

2017-01-01

This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

A Multi-Agent System for Intelligent Online Education.

ERIC Educational Resources Information Center

O'Riordan, Colm; Griffith, Josephine

1999-01-01

Describes the system architecture of an intelligent Web-based education system that includes user modeling agents, information filtering agents for automatic information gathering, and the multi-agent interaction. Discusses information management; user interaction; support for collaborative peer-peer learning; implementation; testing; and future…

Digital Technologies and Pedagogies.

ERIC Educational Resources Information Center

Weis, Tracey M.; Benmayor, Rina; O'Leary, Cecilia; Eynon, Bret

2002-01-01

Shares four college professors' experiences using new media to change approaches to teaching and learning. In their classes, students conduct archival research on African American history in Web-based sites, then construct collaborative interpretations in PowerPoint; incorporate digital storytelling (within a Latina Life Stories class); construct…

[The informatics: a remarkable tool for teaching general internal medicine].

PubMed

Ombelli, Julien; Pasche, Olivier; Sohrmann, Marc; Monti, Matteo

2015-05-13

INTERMED training implies a three week course, integrated in the "primary care module" for medical students in the first master year at the school of medicine in Lausanne. INTERMED uses an innovative teaching method based on repetitive sequences of e-learning-based individual learning followed by collaborative learning activities in teams, named Team-based learning (TBL). The e-learning takes place in a web-based virtual learning environment using a series of interactive multimedia virtual patients. By using INTERMED students go through a complete medical encounter applying clinical reasoning and choosing the diagnostic and therapeutic approach. INTERMED offers an authentic experience in an engaging and safe environment where errors are allowed and without consequences.

Emergency department knowledge management in the age of Web 2.0: evaluation of a new concept.

PubMed

Dinh, Michael; Tan, Timothy; Bein, Kendall; Hayman, Jon; Wong, Yuk Kuen; Dinh, David

2011-02-01

The objective of the present study was to describe the implementation of an organizational learning model and evaluate the effectiveness and usability of an application used to facilitate it in an ED setting. This was an implementation case study and technology evaluation. The organizational learning model was implemented using an online Web 2.0 collaborative learning application developed by the investigating team. Online use was tracked over a 9-month period. At the end of the study period, a usability assessment was conducted as well as a semistructured interview of participants to assess perceptions of usefulness and effect on learning capacity in the ED. Over a period of 9 months, a total of 54 individual sites from 74 eligible staff members were created within a specific web domain. There were 251 registered users including users outside the ED, who accessed learning materials within these sites 7494 times. The majority of staff members interviewed agreed or strongly agreed that the collaborative learning application had improved learning capacity within this ED (88%, 95% CI 74-94%). We demonstrate the implementation of an organizational learning model based on independent online sites networking together within an organization. This appears to be both usable and acceptable to staff members working in a large ED as a means of knowledge management. © 2011 The Authors. EMA © 2011 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

A collaborative framework for Distributed Privacy-Preserving Support Vector Machine learning.

PubMed

Que, Jialan; Jiang, Xiaoqian; Ohno-Machado, Lucila

2012-01-01

A Support Vector Machine (SVM) is a popular tool for decision support. The traditional way to build an SVM model is to estimate parameters based on a centralized repository of data. However, in the field of biomedicine, patient data are sometimes stored in local repositories or institutions where they were collected, and may not be easily shared due to privacy concerns. This creates a substantial barrier for researchers to effectively learn from the distributed data using machine learning tools like SVMs. To overcome this difficulty and promote efficient information exchange without sharing sensitive raw data, we developed a Distributed Privacy Preserving Support Vector Machine (DPP-SVM). The DPP-SVM enables privacy-preserving collaborative learning, in which a trusted server integrates "privacy-insensitive" intermediary results. The globally learned model is guaranteed to be exactly the same as learned from combined data. We also provide a free web-service (http://privacy.ucsd.edu:8080/ppsvm/) for multiple participants to collaborate and complete the SVM-learning task in an efficient and privacy-preserving manner.

Do medical students watch video clips in eLearning and do these facilitate learning?

PubMed

Romanov, Kalle; Nevgi, Anne

2007-06-01

There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning. We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students. One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam. Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade. Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

Academic Social Networking Brings Web 2.0 Technologies to the Middle Grades

ERIC Educational Resources Information Center

Taranto, Gregory; Dalbon, Melissa; Gaetano, Julie

2011-01-01

The middle grades are an exciting time for adolescents to explore, learn, and collaborate with one another (National Middle School Association, 2010). By incorporating an academic social network as part of the classroom experience, collaboration and active learning take on new forms, and a transformation from passive learning to active learning…

Reflections on Online Learning Designs and Cross-Institutional Research Collaborations: Revisiting "Classrooms without Walls" in Two Australian Universities

ERIC Educational Resources Information Center

Rossi, Dolene; van Rensburg, Henriette; Clark, Damien; Harreveld, R. E.; Beer, Colin; Danaher, P. A.

2015-01-01

The article on which this paper reflects ["Exploring a Cross-Institutional Research Collaboration and Innovation: Deploying Social Software and Web 2.0 Technologies to Investigate Online Learning Designs and Interactions in Two Australian Universities"] presented elements of a research project investigating learning interactions in…

Collaborative Learning Processes in an Asynchronous Environment: An Analysis through Discourse and Social Networks

ERIC Educational Resources Information Center

Tirado, Ramon; Aguaded, Ignacio; Hernando, Angel

2011-01-01

This article analyses an experience in collaborative learning in an asynchronous writing environment through discussion forums on a WebCt platform of the University of Huelva's virtual campus, and was part of an innovative teaching project in 2007-08. The main objectives are to describe the processes of collaborative knowledge construction and the…

Web-Based Instruction and Learning: Responding to K-14 Customer Needs

NASA Technical Reports Server (NTRS)

McCarthy, Marianne; Grabowski, Barbara; Koszalka, Tiffany; Peck, Christa

2003-01-01

A follow-up working conference was held at Lewis Research Center (now Glenn Research Center) on September 23-25, 1997, to continue discussing issues related to the development of Web-based education materials for the K-14 community. The conference continued the collaboration among the NASA aerospace technology Centers (Ames, Dryden, Langley, and Lewis [now Glenn]), NASA Headquarters, the University of Idaho and the Pennsylvania State University. The conference consisted of presentations by the Aeronautics Cooperative Agreement teams, and working sessions that addressed issues related to the conference theme, responding to the K-14 customers needs. The group identified the most significant issues by consensus. The issues addressed were: classroom access, World Wide Web resources, teacher training, different teaching and learning styles, interactivity, and education standards. The working sessions produced observations and recommendations in each of these areas in order to work toward the goal of making NASA sponsored Web-based educational resources useful to teachers and students.

Computer Supported Cooperative Work in Information Search and Retrieval.

ERIC Educational Resources Information Center

Twidale, Michael B.; Nichols, David M.

1998-01-01

Considers how research in collaborative technologies can inform research and development in library and information science. Topics include computer supported collaborative work; shared drawing; collaborative writing; MUDs; MOOs; workflow; World Wide Web; collaborative learning; computer mediated communication; ethnography; evaluation; remote…

Involving Users to Improve the Collaborative Logical Framework

PubMed Central

2014-01-01

In order to support collaboration in web-based learning, there is a need for an intelligent support that facilitates its management during the design, development, and analysis of the collaborative learning experience and supports both students and instructors. At aDeNu research group we have proposed the Collaborative Logical Framework (CLF) to create effective scenarios that support learning through interaction, exploration, discussion, and collaborative knowledge construction. This approach draws on artificial intelligence techniques to support and foster an effective involvement of students to collaborate. At the same time, the instructors' workload is reduced as some of their tasks—especially those related to the monitoring of the students behavior—are automated. After introducing the CLF approach, in this paper, we present two formative evaluations with users carried out to improve the design of this collaborative tool and thus enrich the personalized support provided. In the first one, we analyze, following the layered evaluation approach, the results of an observational study with 56 participants. In the second one, we tested the infrastructure to gather emotional data when carrying out another observational study with 17 participants. PMID:24592196

Virtual Collaborations in the Spanish Class: From E-Mail to Web Design and CD-ROM Development.

ERIC Educational Resources Information Center

Hellebrandt, Josef

1999-01-01

Modern technologies can provide language students with authentic content and contextualized, collaborative learning situations. This article illustrates how e-mail exchanges, Web exercises, and CD-ROM development between students in the United States and organizations in Ecuador can promote contextualized and authentic practice of Spanish language…

E pluribus unum: the potential of collaborative learning to enhance Microbiology teaching in higher education.

PubMed

Rutherford, Stephen

2015-12-01

Collaborative learning, where students work together towards a shared understanding of a concept, is a well-established pedagogy, and one which has great potential for higher education (HE). Through discussion and challenging each other's ideas, learners gain a richer appreciation for a subject than with solitary study or didactic teaching methods. However, collaborative learning does require some scaffolding by the teacher in order to be successful. Collaborative learning can be augmented by the use of Web 2.0 collaborative technologies, such as wikis, blogs and social media. This article reviews some of the uses of collaborative learning strategies in Microbiology teaching in HE. Despite the great potential of collaborative learning, evidence of its use in Microbiology teaching is, to date, limited. But the potential for collaborative learning approaches to develop self-regulated, deep learners is considerable, and so collaborative learning should be considered strongly as a viable pedagogy for HE. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Redesign and Evaluation of a Patient Assessment Course

PubMed Central

Sobieraj, Diana M.; McCaffrey, Desmond; Lee, Jennifer J.

2009-01-01

Objectives To redesign a patient assessment course using a structured instructional design process and evaluate student learning. Design Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics. Assessment Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% ± 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response. Conclusion The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum. PMID:19960090

Beneficial Web 2.0 Tools to Engage Learners and Maximize Learning

ERIC Educational Resources Information Center

DiBella, Karen S.; Williams, Kimberly G.

2015-01-01

Technology has certainly altered the landscape in which students learn today. The use of technology in today's classrooms is continually increasing as educators seek ways to engage learners and maximize learning potential. Incorporating Web 2.0 tools into the classroom can not only encourage collaboration among learners, but also provide a way for…

Computer Based Collaborative Problem Solving for Introductory Courses in Physics

NASA Astrophysics Data System (ADS)

Ilie, Carolina; Lee, Kevin

2010-03-01

We discuss collaborative problem solving computer-based recitation style. The course is designed by Lee [1], and the idea was proposed before by Christian, Belloni and Titus [2,3]. The students find the problems on a web-page containing simulations (physlets) and they write the solutions on an accompanying worksheet after discussing it with a classmate. Physlets have the advantage of being much more like real-world problems than textbook problems. We also compare two protocols for web-based instruction using simulations in an introductory physics class [1]. The inquiry protocol allowed students to control input parameters while the worked example protocol did not. We will discuss which of the two methods is more efficient in relation to Scientific Discovery Learning and Cognitive Load Theory. 1. Lee, Kevin M., Nicoll, Gayle and Brooks, Dave W. (2004). ``A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets'', Journal of Science Education and Technology 13, No. 1: 81-88. 2. Christian, W., and Belloni, M. (2001). Physlets: Teaching Physics With Interactive Curricular Material, Prentice Hall, Englewood Cliffs, NJ. 3. Christian,W., and Titus,A. (1998). ``Developing web-based curricula using Java Physlets.'' Computers in Physics 12: 227--232.

eMedOffice: a web-based collaborative serious game for teaching optimal design of a medical practice.

PubMed

Hannig, Andreas; Kuth, Nicole; Özman, Monika; Jonas, Stephan; Spreckelsen, Cord

2012-10-31

Preparing medical students for the takeover or the start-up of a medical practice is an important challenge in Germany today. Therefore, this paper presents a computer-aided serious game (eMedOffice) developed and currently in use at the RWTH Aachen University Medical School. The game is part of the attempt to teach medical students the organizational and conceptual basics of the medical practice of a general practitioner in a problem-based learning environment. This paper introduces methods and concepts used to develop the serious game and describes the results of an evaluation of the game's application in curricular courses at the Medical School. Results of the conducted evaluation gave evidence of a positive learning effect of the serious game. Educational supervisors observed strong collaboration among the players inspired by the competitive gaming aspects. In addition, an increase in willingness to learn and the exploration of new self-invented ideas were observed and valuable proposals for further prospective enhancements were elicited. A statistical analysis of the results of an evaluation provided a clear indication of the positive learning effect of the game. A usability questionnaire survey revealed a very good overall score of 4.07 (5=best, 1=worst). We consider web-based, collaborative serious games to be a promising means of improving medical education. The insights gained by the implementation of eMedOffice will promote the future development of more effective serious games for integration into curricular courses of the RWTH Aachen University Medical School.

eMedOffice: A web-based collaborative serious game for teaching optimal design of a medical practice

PubMed Central

2012-01-01

Background Preparing medical students for the takeover or the start-up of a medical practice is an important challenge in Germany today. Therefore, this paper presents a computer-aided serious game (eMedOffice) developed and currently in use at the RWTH Aachen University Medical School. The game is part of the attempt to teach medical students the organizational and conceptual basics of the medical practice of a general practitioner in a problem-based learning environment. This paper introduces methods and concepts used to develop the serious game and describes the results of an evaluation of the game's application in curricular courses at the Medical School. Results Results of the conducted evaluation gave evidence of a positive learning effect of the serious game. Educational supervisors observed strong collaboration among the players inspired by the competitive gaming aspects. In addition, an increase in willingness to learn and the exploration of new self-invented ideas were observed and valuable proposals for further prospective enhancements were elicited. A statistical analysis of the results of an evaluation provided a clear indication of the positive learning effect of the game. A usability questionnaire survey revealed a very good overall score of 4.07 (5=best, 1=worst). Conclusions We consider web-based, collaborative serious games to be a promising means of improving medical education. The insights gained by the implementation of eMedOffice will promote the future development of more effective serious games for integration into curricular courses of the RWTH Aachen University Medical School. PMID:23110606

Can social semantic web techniques foster collaborative curriculum mapping in medicine?

PubMed

Spreckelsen, Cord; Finsterer, Sonja; Cremer, Jan; Schenkat, Hennig

2013-08-15

Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives ("LOs"). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The formative usability study yielded positive results (median rating of 2 ("good") in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system's ability to support curriculum revision. The SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems.

Investigating Knowledge Creation Technology in an Engineering Course

ERIC Educational Resources Information Center

Jalonen, Satu; Lakkala, Minna; Paavola, Sami

2011-01-01

The aim of the present study was to examine the technological affordances of a web-based collaborative learning technology, Knowledge Practices Environment (KPE), for supporting different dimensions of knowledge creation processes. KPE was used by engineering students in a practically oriented undergraduate engineering course. The study…

Where is our water?

NASA Astrophysics Data System (ADS)

Colli, A.; Spadaro, G.

2012-04-01

C.R.E.A. (Reference Centre for Environmental Education), sponsored by Region Lombardia (Italy), is a reference point for environmental education. Every year different activities and laboratories are offered to Pavia's schools, in collaboration with science teachers in particular with ANISN ones. The wide range of material and techniques in geo and environmental sciences, the speed with which the discipline is developing, and the diversity of the student need a wide range of teaching approaches, including inquiry-, technology-, data-, field-, and game-based activities. The purpose of teaching is not only to provide students with detailed skills and knowledge, but also to let them develop the capability of critical thinking, dealing with controversial issues in a balanced and sensitive manner. An "active", research-based teaching-learning style to bring young people to reflect and act on issues of vital importance for their future is WebQuest, an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. In the project Mothership Earth students critically evaluate information they found in the web about geo and environment issues and design actions using the information gathered. In November 2011 the teachers and the students of a middle school of Bereguardo, a small town near Pavia, decided to realize a WebQuest about ecological footprint. They calculated the footprint of the food they eat every day: they calculated also the water used (water footprint). WebQuest influenced students' learning performance positively They discovered that animal food need a lot of water and has a very big footprint, so they decided to change their "diet" to make their footprint smaller. For the future we will implement the project, proposing the realization of WebQuest in outdoor: in real situations, students could acquire much more knowledge and experiences, with the aim to improve their lifestyle. Every year laboratories about "Water health" are realized by different pupils in Pavia's schools (age 6-18)."Where is our water?" is a book written by CREA collaborators, a useful tool for teachers to engage students in constructing knowledge, skills and values from direct experience with laboratories and practical activities based on experiential learning (learning by doing).

Semantic Web-Driven LMS Architecture towards a Holistic Learning Process Model Focused on Personalization

ERIC Educational Resources Information Center

Kerkiri, Tania

2010-01-01

A comprehensive presentation is here made on the modular architecture of an e-learning platform with a distinctive emphasis on content personalization, combining advantages from semantic web technology, collaborative filtering and recommendation systems. Modules of this architecture handle information about both the domain-specific didactic…

Collaborative Writing with Web 2.0 Technologies: Education Students' Perceptions

ERIC Educational Resources Information Center

Brodahl, Cornelia; Hadjerrouit, Said; Hansen, Nils Kristian

2011-01-01

Web 2.0 technologies are becoming popular in teaching and learning environments. Among them several online collaborative writing tools, like wikis and blogs, have been integrated into educational settings. Research has been carried out on a wide range of subjects related to wikis, while other, comparable tools like Google Docs and EtherPad remain…

Student Collaboration and School Educational Technology: Technology Integration Practices in the Classroom

ERIC Educational Resources Information Center

Scalise, Kathleen

2016-01-01

With the onset of Web 2.0 and 3.0--the social and semantic webs--a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education…

Using a web-based system for the continuous distance education in cytopathology.

PubMed

Stergiou, Nikolaos; Georgoulakis, Giannis; Margari, Niki; Aninos, Dionisios; Stamataki, Melina; Stergiou, Efi; Pouliakis, Abraam; Karakitsos, Petros

2009-12-01

The evolution of information technologies and telecommunications has made the World Wide Web a low cost and easily accessible tool for the dissemination of information and knowledge. Continuous Medical Education (CME) sites dedicated in cytopathology field are rather poor, they do not succeed in following the constant changes and lack the ability of providing cytopathologists with a dynamic learning environment, adaptable to the development of cytopathology. Learning methods including skills such as decision making, reasoning and problem solving are critical in the development of such a learning environment. The objectives of this study are (1) to demonstrate on the basis of a web-based training system the successful application of traditional learning theories and methods and (2) to effectively evaluate users' perception towards the educational program, using a combination of observers, theories and methods. Trainees are given the opportunity to browse through the educational material, collaborate in synchronous and asynchronous mode, practice their skills through problems and tasks and test their knowledge using the self-evaluation tool. On the other hand, the trainers are responsible for editing learning material, attending students' progress and organizing the problem-based and task-based scenarios. The implementation of the web-based training system is based on the three-tier architecture and uses an Apache Tomcat web server and a MySQL database server. By December 2008, CytoTrainer's learning environment contains two courses in cytopathology: Gynaecological Cytology and Thyroid Cytology offering about 2000 digital images and 20 case sessions. Our evaluation method is a combination of both qualitative and quantitative approaches to explore how the various parts of the system and students' attitudes work together. Trainees approved of the course's content, methodology and learning activities. The triangulation of evaluation methods revealed that the training program is suitable for the continuous distance education in cytopathology and that it has improved the trainees' skills in diagnostic cytopathology. The web-based training system can be successfully involved in the continuous distance education in cytopathology. It provides the opportunity to access learning material from any place at any time and supports the acquisition of diagnostic knowledge.

MMI: Increasing Community Collaboration

NASA Astrophysics Data System (ADS)

Galbraith, N. R.; Stocks, K.; Neiswender, C.; Maffei, A.; Bermudez, L.

2007-12-01

Building community requires a collaborative environment and guidance to help move members towards a common goal. An effective environment for community collaboration is a workspace that fosters participation and cooperation; effective guidance furthers common understanding and promotes best practices. The Marine Metadata Interoperability (MMI) project has developed a community web site to provide a collaborative environment for scientists, technologists, and data managers from around the world to learn about metadata and exchange ideas. Workshops, demonstration projects, and presentations also provide community-building opportunities for MMI. MMI has developed comprehensive online guides to help users understand and work with metadata standards, ontologies, and other controlled vocabularies. Documents such as "The Importance of Metadata Standards", "Usage vs. Discovery Vocabularies" and "Developing Controlled Vocabularies" guide scientists and data managers through a variety of metadata-related concepts. Members from eight organizations involved in marine science and informatics collaborated on this effort. The MMI web site has moved from Plone to Drupal, two content management systems which provide different opportunities for community-based work. Drupal's "organic groups" feature will be used to provide workspace for future teams tasked with content development, outreach, and other MMI mission-critical work. The new site is designed to enable members to easily create working areas, to build communities dedicated to developing consensus on metadata and other interoperability issues. Controlled-vocabulary-driven menus, integrated mailing-lists, member-based content creation and review tools are facets of the new web site architecture. This move provided the challenge of developing a hierarchical vocabulary to describe the resources presented on the site; consistent and logical tagging of web pages is the basis of Drupal site navigation. The new MMI web site presents enhanced opportunities for electronic discussions, focused collaborative work, and even greater community participation. The MMI project is beginning a new initiative to comprehensively catalog and document tools for marine metadata. The new MMI community-based web site will be used to support this work and to support the work of other ad-hoc teams in the future. We are seeking broad input from the community on this effort.

Information Seeking and Avoidance Behavior in School Library Distance Learning

ERIC Educational Resources Information Center

Du, Yunfei

2010-01-01

Library science students in school librarianship were surveyed to determine their information seeking and avoidance behaviors in Web-based online environments. Two coping styles were identified among students. Barriers to student online collaboration, such as individual preferences, concerns on efficiency, and lack of mutual trust, were observed.…

Incorporating a Collaborative Web-Based Virtual Laboratory in an Undergraduate Bioinformatics Course

ERIC Educational Resources Information Center

Weisman, David

2010-01-01

Face-to-face bioinformatics courses commonly include a weekly, in-person computer lab to facilitate active learning, reinforce conceptual material, and teach practical skills. Similarly, fully-online bioinformatics courses employ hands-on exercises to achieve these outcomes, although students typically perform this work offsite. Combining a…

A Cognitive Apprenticeship Approach to Facilitating Web-Based Collaborative Problem Solving

ERIC Educational Resources Information Center

Kuo, Fan-Ray; Hwang, Gwo-Jen; Chen, Szu-Chuang; Chen, Sherry Y.

2012-01-01

Enhancing students' problem-solving abilities has been recognized as an important and challenging issue for technology-enhanced learning. Thus, previous research has attempted to address this issue by developing various mechanisms, among which a cognitive apprenticeship model can particularly enhance students' abilities. However, it is not clear…

A Collaborative Framework for Distributed Privacy-Preserving Support Vector Machine Learning

PubMed Central

Que, Jialan; Jiang, Xiaoqian; Ohno-Machado, Lucila

2012-01-01

A Support Vector Machine (SVM) is a popular tool for decision support. The traditional way to build an SVM model is to estimate parameters based on a centralized repository of data. However, in the field of biomedicine, patient data are sometimes stored in local repositories or institutions where they were collected, and may not be easily shared due to privacy concerns. This creates a substantial barrier for researchers to effectively learn from the distributed data using machine learning tools like SVMs. To overcome this difficulty and promote efficient information exchange without sharing sensitive raw data, we developed a Distributed Privacy Preserving Support Vector Machine (DPP-SVM). The DPP-SVM enables privacy-preserving collaborative learning, in which a trusted server integrates “privacy-insensitive” intermediary results. The globally learned model is guaranteed to be exactly the same as learned from combined data. We also provide a free web-service (http://privacy.ucsd.edu:8080/ppsvm/) for multiple participants to collaborate and complete the SVM-learning task in an efficient and privacy-preserving manner. PMID:23304414

Web-based curriculum improves residents' knowledge of health care business.

PubMed

Hauge, Linnea S; Frischknecht, Adam C; Gauger, Paul G; Hirshfield, Laura E; Harkins, Deborah; Butz, David A; Taheri, Paul A

2010-12-01

Curricular options for teaching and evaluating surgery residents' outcomes in systems-based practice are limited. A Web-based curriculum, MDContent, developed collaboratively by experts in business and surgery, provides learning experiences in the business of health care. The purpose of this study is to describe surgery residents' experience and learning outcomes associated with the curriculum. Twenty-eight PGY3 to 6 general and plastic surgery residents were enrolled in the Web-based curriculum. Twenty-two residents (79%) completed the pretest, 11 modules, the post-test, and the course evaluation by the end of 1 year. The pretest and the post-test were 30-item multiple-choice exams based on a blueprint of the curricular objectives. Descriptive statistics were calculated on course evaluation and module completion data. Paired t-tests were used to compare pre- and post-test performance. Content analysis was performed on course evaluation written responses. Residents' performance on the multiple choice exam improved significantly (p = 0.0001) from the pre-test (mean 59%, SD 12.1) to the post-test (mean 78%, SD 9.4), with an average gain of 19 percentage points. Participants rated their Web-based learning experience as very positive, with a majority of residents agreeing that the content was well organized, relevant, and an excellent learning experience around content not taught elsewhere in medical school or residency. Participation in a Web-based curriculum on health care business improves surgery residents' knowledge about health care business concepts and principles. Residents with varying levels of interest in health care business provide positive ratings about their learning experience and indications that lessons learned would be applied in their clinical practice. MDContent is a feasible and effective method for teaching and assessing systems-based practice concepts. Copyright © 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

Paediatric musculoskeletal matters (pmm)--collaborative development of an online evidence based interactive learning tool and information resource for education in paediatric musculoskeletal medicine.

PubMed

Smith, Nicola; Rapley, Tim; Jandial, Sharmila; English, Christine; Davies, Barbara; Wyllie, Ruth; Foster, Helen E

2016-01-05

We describe the collaborative development of an evidence based, free online resource namely 'paediatric musculoskeletal matters' (pmm). This resource was developed with the aim of reaching a wide range of health professionals to increase awareness, knowledge and skills within paediatric musculoskeletal medicine, thereby facilitating early diagnosis and referral to specialist care. Engagement with stakeholder groups (primary care, paediatrics, musculoskeletal specialties and medical students) informed the essential 'core' learning outcomes to derive content of pmm. Representatives from stakeholder groups, social science and web development experts transformed the learning outcomes into a suitable framework. Target audience representatives reviewed the framework and their opinion was gathered using an online survey (n = 74) and focus groups (n = 2). Experts in paediatric musculoskeletal medicine peer reviewed the content and design. User preferences informed design with mobile, tablet and web compatible versions to facilitate access, various media and formats to engage users and the content presented in module format (i.e. Clinical assessment, Investigations and management, Limping child, Joint pain by site, Swollen joint(s) and Resources). We propose that our collaborative and evidence-based approach has ensured that pmm is user-friendly, with readily accessible, suitable content, and will help to improve access to paediatric musculoskeletal medicine education. The content is evidence-based with the design and functionality of pmm to facilitate optimal and 'real life' access to information. pmm is targeted at medical students and the primary care environment although messages are transferable to all health care professionals involved in the care of children and young people.

Collaborative Learning with Web 2.0 Tools: Analysing Malaysian Students' Perceptions and Peer Interaction

ERIC Educational Resources Information Center

Leow, Fui Theng; Neo, Mai

2015-01-01

Today, ICT, web resources and multimedia contents have become prevalent in Malaysian university classrooms; hence, the learning approaches need to be redesigned for enabling students to use these technologies in co-constructing new meaning. This study analyses student's perception and their peer interaction in the constructivist-collaborative…

The Virtual Campus: Trends for Higher Education and Training.

ERIC Educational Resources Information Center

Verdejo, Felisa, Ed.; Davies, Gordon, Ed.

This volume presents 27 papers given at a conference on the virtual campus. Papers are grouped into five parts: (1) keynote presentations, (2) global approaches, (3) evaluation studies, (4) collaborative learning and group activities, and (5) web tools and web applications. The papers are: "New Wine and Old Bottles? Tele-learning, Telematics,…

Sketching Up New Geographies: Open Sourcing and Curriculum Development

ERIC Educational Resources Information Center

Boyd, William; Ellis, David

2013-01-01

The functionality of web 2.0 technologies has caused academics to rethink their development of teaching and learning methods and approaches. The editable, open access nature of web 2.0 encourages the innovative collaboration of ideas, the creation of equitable visual and tactile learning environments, and opportunity for academics to develop…

Pre-Teens' Informal Learning with ICT and Web 2.0

ERIC Educational Resources Information Center

Ferguson, Rebecca; Faulkner, Dorothy; Whitelock, Denise; Sheehy, Kieron

2015-01-01

Information and communication technology (ICT) and Web 2.0 have the potential to impact on learning by supporting inquiry, literacies, collaboration and publication. Restrictions on the use of these tools within schools, primarily due to concerns about discipline and child safety, make it difficult to make full use of this potential in formal…

Assisting Tutors to Utilize Web 2.0 Tools in Education

ERIC Educational Resources Information Center

Perikos, Isidoros; Grivokostopoulou, Foteini; Kovas, Konstantinos; Hatzilygeroudis, Ioannis

2015-01-01

Over the last decade, web has changed the way that educational procedures are delivered to students and has brought innovative learning technologies and possibilities that were not available before. The Web has evolved to a worldwide platform for collaboration, sharing and innovation, constituting what is called Web 2.0. Social media are an…

Videoconferencing and Web-based conferencing to enhance learning communities.

PubMed

Daley, Linda K; Spalla, Tara L; Arndt, Mary Jo; Warnes, Anne-Marie

2008-02-01

Preparing nursing students to develop the leadership and management skills necessary to adapt to ever-changing practice environments is a challenge for educators. Videoconferencing and Web-based conferencing allow for expansion of traditional classroom walls to develop partnerships among peers, exchange perspectives, and gain a more global understanding of nursing care delivery systems. A collaborative leadership seminar using videoconferencing was used to connect two large colleges of nursing in the midwestern United States, and through Web-based conferencing, one of the midwestern colleges was connected to a university in the United Kingdom. Objectives for students were exposure to different schools of thought, management of care via technology, network and cultivation of global perspectives on health care delivery, and experience of novel educational approaches.

Collaborative Writing among Second Language Learners in Academic Web-Based Projects

ERIC Educational Resources Information Center

Kessler, Greg; Bikowski, Dawn; Boggs, Jordan

2012-01-01

This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial.

PubMed

Sahota, Michael; Leung, Betty; Dowdell, Stephanie; Velan, Gary M

2016-12-12

Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individual and collaborative annotations on whole slide images. Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students' understanding of microscopic morphology was compared using timed online quizzes, while students' perceptions of learning were evaluated using an online questionnaire. For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalent to individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding. Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology.

Collaborative Learning Works! Resources for Faculty

NASA Astrophysics Data System (ADS)

Mathieu, R. D.; Brissenden, G.; NISE College Level-1 Team

1998-12-01

Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET courses. We have created a web-site to assist instructors who wish to incorporate collaborative learning in their lectures, classrooms, and laboratories. The site provides straightforward, easy-to-use ideas for those just getting started, extensive additional resources for those already using small-group techniques, and the educational research foundation for the use of collaborative learning (including the meta-analysis). You can visit the site at www.wcer.wisc.edu/nise/cl1.

Using a Wiki to Collaborate on a Study Guide

ERIC Educational Resources Information Center

Lending, Diane

2010-01-01

This paper introduces an end-of-semester assignment to create a study guide for the final exam. This assignment helps with two objectives of an introductory Management Information Systems course: collaboration and using Web 2.0 technologies. We argue that to truly understand collaboration, students must learn more than what collaboration is, they…

Wiki Acceptance by University Students to Improve Collaboration in Higher Education

ERIC Educational Resources Information Center

Cilliers, Liezel

2017-01-01

Web 2.0 technologies, such as wikis, can play a key role in promoting interaction, delivering education and providing communication between students. However, most of the existing literature does not seem to consider relationships between designing wiki-based learning activities and the student acceptance of this technology. The purpose of the…

The Virtual Factory Teaching System (VFTS): Project Review and Results.

ERIC Educational Resources Information Center

Kazlauskas, E. J.; Boyd, E. F., III; Dessouky, M. M.

This paper presents a review of the Virtual Factory Teaching (VFTS) project, a Web-based, multimedia collaborative learning network. The system allows students, working alone or in teams, to build factories, forecast demand for products, plan production, establish release rules for new work into the factory, and set scheduling rules for…

Making the Invisible Visible. On Participation and Communication in a Global, Web-Based Master's Programme

ERIC Educational Resources Information Center

Dahlgren, Madeleine Abrandt; Larsson, Staffan; Walters, Shirley

2006-01-01

This study focuses on the discourse of an intercontinental on-line Master's programme in adult learning, using English as the lingua franca of the programme and involving four collaborating universities in Sweden, South Africa, Canada and Australia. The programme is highly interactive, emphasising communication between students. Taking the…

The New Web Outreach Program fy the Regional Collaborative for Excellence in Science Teaching at the University of North Texas

NASA Astrophysics Data System (ADS)

Imholt, Timothy; Roberts, Jim

2001-10-01

A new effort is being undertaken by the Regional Collaborative for Excellence in Science Teaching UNT, under the direction of Dr. James A. Roberts is underway. This effort includes the utilization of the multi-media capabilities of the world wide web, and a little ingenuity to attempt to pass on information to students that not only attempts to capture their attention, but perhaps spark an interest in them about the broad realm of science. Science to students is occasionally a frightening subject. This web based approach attempts to remove the fear and anxiety, while still passing on interesting, and useful information. The website will be regularly previewed and requests for contributions of exercises that might be added and shared will be solicited. Area teachers are invited to make contributions to the effort that will enhance the learning of science and mathematics by their students through the use of the web distribution.

Immersive Environments - A Connectivist Approach

NASA Astrophysics Data System (ADS)

Loureiro, Ana; Bettencourt, Teresa

We are conducting a research project with the aim of achieving better and more efficient ways to facilitate teaching and learning in Higher Level Education. We have chosen virtual environments, with particular emphasis to Second Life® platform augmented by web 2.0 tools, to develop the study. The Second Life® environment has some interesting characteristics that captured our attention, it is immersive; it is a real world simulator; it is a social network; it allows real time communication, cooperation, collaboration and interaction; it is a safe and controlled environment. We specifically chose tools from web 2.0 that enable sharing and collaborative way of learning. Through understanding the characteristics of this learning environment, we believe that immersive learning along with other virtual tools can be integrated in today's pedagogical practices.

An Architecture Combining IMS-LD and Web Services for Flexible Data-Transfer in CSCL

ERIC Educational Resources Information Center

Magnisalis, Ioannis; Demetriadis, Stavros

2017-01-01

This article presents evaluation data regarding the MAPIS3 architecture which is proposed as a solution for the data-transfer among various tools to promote flexible collaborative learning designs. We describe the problem that this architecture deals with as "tool orchestration" in collaborative learning settings. This term refers to a…

Student Perceptions of a Successful Online Collaborative Learning Community

ERIC Educational Resources Information Center

Waugh, Michael L.; Su, Jian

2016-01-01

This paper shares the perceptions of a group of 11 successful online students regarding the value of the collaborative learning community that developed as part of their participation in the first cohort of the WebIT online Master of Science Degree in Instructional Technology program, at The University of Tennessee at Knoxville during 2008-2010.…

Scripting to Enhance University Students' Critical Thinking in Flipped Learning: Implications of the Delayed Effect on Science Reading Literacy

ERIC Educational Resources Information Center

Lee, Yuan-Hsuan

2018-01-01

Premised on Web 2.0 technology, the current study investigated the effect of facilitating critical thinking using the Collaborative Questioning, Reading, Answering, and Checking (C-QRAC) collaboration script on university students' science reading literacy in flipped learning conditions. Participants were 85 Taiwanese university students recruited…

Can Social Semantic Web Techniques Foster Collaborative Curriculum Mapping In Medicine?

PubMed Central

Finsterer, Sonja; Cremer, Jan; Schenkat, Hennig

2013-01-01

Background Curriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards. Objective The project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum. Methods A semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives (“LOs”). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions. Results At present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The formative usability study yielded positive results (median rating of 2 (“good”) in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system’s ability to support curriculum revision. Conclusions The SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems. PMID:23948519

Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative

PubMed Central

2014-01-01

Background India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. Methods The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John’s Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. Results From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p <0.001) from 2010 to 2012. Through open-ended questions, students reported the main strengths of the course to be the excellent faculty and practical “hands-on” sessions. A web based learning system TYRO, was developed, which can be used for distance learning. Four faculty members/graduate students from SJRI have visited Boston for collaborative research efforts. Conclusion The BBNC has become a well-established capacity building and research training program for young professionals in nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies. PMID:24400811

Innovations in nutrition education and global health: the Bangalore Boston nutrition collaborative.

PubMed

Kuriyan, Rebecca; Griffiths, Jeffrey K; Finkelstein, Julia L; Thomas, Tinku; Raj, Tony; Bosch, Ronald J; Kurpad, Anura V; Duggan, Christopher

2014-01-08

India has a wide range of nutrition and health problems which require professionals with appropriate skills, knowledge and trans-disciplinary collaborative abilities to influence policy making at the national and global level. The Bangalore Boston Nutrition Collaborative (BBNC) was established as collaboration between St. John's Research Institute (SJRI), Harvard School of Public Health and Tufts University, with a focus on nutrition research and training. The goals of the BBNC were to conduct an interdisciplinary course, develop web-based courses and identify promising Indian students and junior faculty for graduate training in Boston. From 2010, an annual two-week short course in nutrition research methods was conducted on the SJRI campus taught by international faculty from Indian and US universities. More than 100 students applied yearly for approximately 30 positions. The course had didactic lectures in the morning and practical hands-on sessions in the afternoon. Student rating of the course was excellent and consistent across the years. The ratings on the design and conduct of the course significantly improved (p <0.001) from 2010 to 2012. Through open-ended questions, students reported the main strengths of the course to be the excellent faculty and practical "hands-on" sessions. A web based learning system TYRO, was developed, which can be used for distance learning. Four faculty members/graduate students from SJRI have visited Boston for collaborative research efforts. The BBNC has become a well-established capacity building and research training program for young professionals in nutrition and global health. Efforts are ongoing to secure long term funding to sustain and expand this collaboration to deliver high quality nutrition and global health education enabled by information and communication technologies.

Leveraging the power of Web 2.0 tools: a wiki platform as a multimedia teaching and learning environment in dental education.

PubMed

Salajan, Florin D; Mount, Greg J

2012-04-01

This article presents the development and implementation of a wiki-based application for the delivery of educational content in dentistry. The Dental Procedure Education System (DPES) is a new web application that uses SharePoint to combine online collaborative authoring characteristic of wiki spaces with instructional video documentaries. Harnessing the wiki's versatility, DPES offers faculty members an avenue to develop an authoritative source of information for both students, through DPES Pro, and the public at large, through DPES Public. Principles of cognitive theory of multimedia learning, constructivist theory, and collaborative writing were employed in the development of DPES. An authoring protocol, with a clearly defined sequence of steps, was established in order to keep the production of the DPES procedures consistent and predictable. Initial, anecdotal user reports indicate that DPES is well received among dental students and faculty members. Expected outcomes and benefits of DPES use are discussed, and directions for research are proposed.

Collaborative Technologies: Three Ways Web Conferencing is Transforming PD

ERIC Educational Resources Information Center

Raths, David

2013-01-01

The first five articles of this series on technologies that enable collaboration, highlighted ways to foster shared learning experiences among students. For this, the final installment, focus is shifted to teachers. States, districts, and groups of teachers are enhancing their collaboration opportunities through synchronous online meetings and…

Innovation and design of a web-based pain education interprofessional resource.

PubMed

Lax, Leila; Watt-Watson, Judy; Lui, Michelle; Dubrowski, Adam; McGillion, Michael; Hunter, Judith; Maclennan, Cameron; Knickle, Kerry; Robb, Anja; Lapeyre, Jaime

2011-01-01

The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. An authentic patient case was constructed, situated in interprofessional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation.

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

NASA Astrophysics Data System (ADS)

Anderson, O. Roger; Contino, Julie

2010-10-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

The experiential health information processing model: supporting collaborative web-based patient education

PubMed Central

O'Grady, Laura A; Witteman, Holly; Wathen, C Nadine

2008-01-01

Background First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. Results In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. Conclusion An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided. PMID:19087353

The experiential health information processing model: supporting collaborative web-based patient education.

PubMed

O'Grady, Laura A; Witteman, Holly; Wathen, C Nadine

2008-12-16

First generation Internet technologies such as mailing lists or newsgroups afforded unprecedented levels of information exchange within a variety of interest groups, including those who seek health information. With emergence of the World Wide Web many communication applications were ported to web browsers. One of the driving factors in this phenomenon has been the exchange of experiential or anecdotal knowledge that patients share online, and there is emerging evidence that participation in these forums may be having an impact on people's health decision making. Theoretical frameworks supporting this form of information seeking and learning have yet to be proposed. In this article, we propose an adaptation of Kolb's experiential learning theory to begin to formulate an experiential health information processing model that may contribute to our understanding of online health information seeking behaviour in this context. An experiential health information processing model is proposed that can be used as a research framework. Future research directions include investigating the utility of this model in the online health information seeking context, studying the impact of collaborating in these online environments on patient decision making and on health outcomes are provided.

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

Exploring College Students' Online Help-Seeking Behavior in a Flipped Classroom with a Web-Based Help-Seeking Tool

ERIC Educational Resources Information Center

Er, Erkan; Kopcha, Theodore J.; Orey, Michael

2015-01-01

Today's generation often seeks help from each other in online environments; however, only a few investigated the role of Internet technologies and the nature of online help-seeking behavior in collaborative learning environments. This paper presents an educational design research project that examines college students' online help-seeking…

ExplaNet: A Collaborative Learning Tool and Hybrid Recommender System for Student-Authored Explanations

ERIC Educational Resources Information Center

Masters, Jessica; Madhyastha, Tara; Shakouri, Ali

2008-01-01

ExplaNet is a web-based, anonymous, asynchronous explanation-sharing network. Instructors post questions to the network and students submit explanatory answers. Students then view and rank the explanations submitted by their peers before optionally resubmitting a final and revised answer. Three classroom evaluations of ExplaNet showed that by…

How Much Have They Retained? Making Unseen Concepts Seen in a Freshman Electromagnetism Course at MIT

ERIC Educational Resources Information Center

Dori, Yehudit Judy; Hult, Erin; Breslow, Lori; Belcher, John W.

2007-01-01

The introductory freshmen electromagnetism course at MIT has been taught since 2000 using a studio physics format entitled TEAL--Technology Enabled Active Learning. TEAL has created a collaborative, hands-on environment where students carry out desktop experiments, submit web-based assignments, and have access to a host of visualizations and…

Collaborative Middle School Geometry through Blogs and Other Web 2.0 Technologies

ERIC Educational Resources Information Center

Hossain, Mokter; Wiest, Lynda R.

2013-01-01

This paper explores the use of blogs, a simple application of Web 2.0 technologies, in middle school geometry instruction. Specifically, it provides an overview of the interactive features of Web 2.0 technologies and the feasibility of using Web 2.0 technologies in geometry teaching and learning, as well as a proposed model for creating a…

Free-access open-source e-learning in comprehensive neurosurgery skills training.

PubMed

Jotwani, Payal; Srivastav, Vinkle; Tripathi, Manjul; Deo, Rama Chandra; Baby, Britty; Damodaran, Natesan; Singh, Ramandeep; Suri, Ashish; Bettag, Martin; Roy, Tara Sankar; Busert, Christoph; Mehlitz, Marcus; Lalwani, Sanjeev; Garg, Kanwaljeet; Paul, Kolin; Prasad, Sanjiva; Banerjee, Subhashis; Kalra, Prem; Kumar, Subodh; Sharma, Bhavani Shankar; Mahapatra, Ashok Kumar

2014-01-01

Since the end of last century, technology has taken a front seat in dispersion of medical education. Advancements of technology in neurosurgery and traditional training methods are now being challenged by legal and ethical concerns of patient safety, resident work-hour restriction and cost of operating-room time. To supplement the existing neurosurgery education pattern, various e-learning platforms are introduced as structured, interactive learning system. This study focuses on the concept, formulation, development and impact of web based learning platforms dedicated to neurosurgery discipline to disseminate education, supplement surgical knowledge and improve skills of neurosurgeons. 'Neurosurgery Education and Training School (NETS), e-learning platform' has integration of web-based technologies like 'Content Management System' for organizing the education material and 'Learning Management System' for updating neurosurgeons. NETS discussion forum networks neurosurgeons, neuroscientists and neuro-technologists across the globe facilitating collaborative translational research. Multi-authored neurosurgical e-learning material supplements the deficiencies of regular time-bound education. Interactive open-source, global, free-access e-learning platform of NETS has around 1) 425 visitors/month from 73 countries; ratio of new visitors to returning visitors 42.3; 57.7 (2); 64,380 views from 190 subscribers for surgical videos, 3-D animation, graphics based training modules (3); average 402 views per post. The e-Learning platforms provide updated educational content that make them "quick, surf, find and extract" resources. e-Learning tools like web-based education, social interactive platform and question-answer forum will save unnecessary expenditure of time and travel of neurosurgeons seeking knowledge. The need for free access platforms is more pronounced for the neurosurgeons and patients in developing nations.

The Role That Web 2.0 Currently Has and Could Have in the Future in Supporting the Teaching of ICT Design for All

NASA Astrophysics Data System (ADS)

Mitrea, Paulina; Mitrea, Delia

The main objective of the article is to highlight the role that Web2.0 currently has and could have in the future in supporting the teaching of ICT Design for All. According to this, first the concepts of Web2.0 and eLearning2.0 are clarified and connected. The new way of thinking about eLearning being inspired by the emergence of Web2.0, the term eLearning2.0 was introduced to identify a new paradigm. So, eLearning 2.0, by contrast to eLearning1.0 is built around collaboration, also eLearning2.0 assumes that knowledge is socially constructed. Related to the role of Web2.0 in supporting the teaching of ICT Design for All, the 4 steps involved by the ICT Design For All Teaching Principles are presented and detailed. Finally, some real world examples are shown, as evidence of how the new methods of communication offered by Web2.0 can be used to support students as they learn about Design for All.

Integrated method of teaching in Web Quest activity and its impact on undergraduate students' cognition and learning behaviors: a future trend in medical education.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili

2015-01-14

Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students' learning behaviors. In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according to Web Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient's treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet.Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools. The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values. In view of Web Quest's positive impacts on students' learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended.

Integrated Method of Teaching in Web Quest Activity and Its Impact on Undergraduate Students’ Cognition and Learning Behaviors: A Future Trend in Medical Education

PubMed Central

Jahromi, Zohreh Badiyepeymaie; Mosalanejad, Leili

2015-01-01

Introduction: Web Quest is one of the new ways of teaching and learning that is based on research, and includes the principles of learning and cognitive activities, such as collaborative learning, social and cognitive learning, and active learning, and increases motivation. The aim of this study is to evaluate the Web Quest influence on students’ learning behaviors. Materials and Methods: In this quasi-experimental study, which was performed on undergraduates taking a psychiatric course at Jahrom University of Medical Sciences, simple sampling was used to select the cases to be studied; the students entered the study through census and were trained according toWeb Quest methodology. The procedure was to present the course as a case study and team work. Each topic included discussing concepts and then patient’s treatment and the communicative principles for two weeks. Active participation of the students in response to the scenario and introduced problem was equal to preparing scientific videos about the disease and collecting the latest medical treatment for the disease from the Internet. Three questionnaires, including the self-directed learning Questionnaire, teamwork evaluation Questionnaire (value of team), and Buffard self-regulated Questionnaire, were the data gathering tools. Results: The results showed that the average of self-regulated learning and self-directed learning (SDL) increased after the educational intervention. However, the increase was not significant. On the other hand, problem solving (P=0.001) and the value of teamwork (P=0.002), apart from increasing the average, had significant statistical values. Conclusions: In view of Web Quest’s positive impacts on students’ learning behaviors, problem solving and teamwork, the effective use of active learning and teaching practices and use of technology in medical education are recommended. PMID:25946931

Thin client (web browser)-based collaboration for medical imaging and web-enabled data.

PubMed

Le, Tuong Huu; Malhi, Nadeem

2002-01-01

Utilizing thin client software and open source server technology, a collaborative architecture was implemented allowing for sharing of Digital Imaging and Communications in Medicine (DICOM) and non-DICOM images with real-time markup. Using the Web browser as a thin client integrated with standards-based components, such as DHTML (dynamic hypertext markup language), JavaScript, and Java, collaboration was achieved through a Web server/proxy server combination utilizing Java Servlets and Java Server Pages. A typical collaborative session involved the driver, who directed the navigation of the other collaborators, the passengers, and provided collaborative markups of medical and nonmedical images. The majority of processing was performed on the server side, allowing for the client to remain thin and more accessible.

The Development of Web-Based Collaborative Training Model for Enhancing Human Performances on ICT for Students in Banditpattanasilpa Institute

ERIC Educational Resources Information Center

Pumipuntu, Natawut; Kidrakarn, Pachoen; Chetakarn, Somchock

2015-01-01

This research aimed to develop the model of Web-based Collaborative (WBC) Training model for enhancing human performances on ICT for students in Banditpattanasilpa Institute. The research is divided into three phases: 1) investigating students and teachers' training needs on ICT web-based contents and performance, 2) developing a web-based…

Integrating the hospital library with patient care, teaching and research: model and Web 2.0 tools to create a social and collaborative community of clinical research in a hospital setting.

PubMed

Montano, Blanca San José; Garcia Carretero, Rafael; Varela Entrecanales, Manuel; Pozuelo, Paz Martin

2010-09-01

Research in hospital settings faces several difficulties. Information technologies and certain Web 2.0 tools may provide new models to tackle these problems, allowing for a collaborative approach and bridging the gap between clinical practice, teaching and research. We aim to gather a community of researchers involved in the development of a network of learning and investigation resources in a hospital setting. A multi-disciplinary work group analysed the needs of the research community. We studied the opportunities provided by Web 2.0 tools and finally we defined the spaces that would be developed, describing their elements, members and different access levels. WIKINVESTIGACION is a collaborative web space with the aim of integrating the management of all the hospital's teaching and research resources. It is composed of five spaces, with different access privileges. The spaces are: Research Group Space 'wiki for each individual research group', Learning Resources Centre devoted to the Library, News Space, Forum and Repositories. The Internet, and most notably the Web 2.0 movement, is introducing some overwhelming changes in our society. Research and teaching in the hospital setting will join this current and take advantage of these tools to socialise and improve knowledge management.

Using Computer Conferencing and Case Studies to Enable Collaboration Between Expert and Novice Teachers

ERIC Educational Resources Information Center

Winter, Eileen C.; McGhie-Richmond, Donna

2005-01-01

This paper reports on a teaching innovation where groups of experienced and novice teachers collaborated in analyzing case studies involving the education of students with special learning needs. The teachers collaborated in an asynchronous computer conferencing system (Web Knowledge Forum). All participants were enrolled in special education…

Implementation of treat-to-target in rheumatoid arthritis through a Learning Collaborative: Rationale and design of the TRACTION trial.

PubMed

Solomon, Daniel H; Lee, Sara B; Zak, Agnes; Corrigan, Cassandra; Agosti, Jenifer; Bitton, Asaf; Harrold, Leslie; Losina, Elena; Lu, Bing; Pincus, Ted; Radner, Helga; Smolen, Josef; Katz, Jeffrey N; Fraenkel, Liana

2016-08-01

Treat-to-target (TTT) is a recommended strategy in the management of rheumatoid arthritis (RA), but various data sources suggest that its uptake in routine care in the US is suboptimal. Herein, we describe the design of a randomized controlled trial of a Learning Collaborative to facilitate implementation of TTT. We recruited 11 rheumatology sites from across the US and randomized them into the following two groups: one received the Learning Collaborative intervention in Phase 1 (month 1-9) and the second formed a wait-list control group to receive the intervention in Phase 2 (months 10-18). The Learning Collaborative intervention was designed using the Model for Improvement, consisting of a Change Package with corresponding principles and action phases. Phase 1 intervention practices had nine learning sessions, collaborated using a web-based tool, and shared results of plan-do-study-act cycles and monthly improvement metrics collected at each practice. The wait-list control group sites had no intervention during Phase 1. The primary trial outcome is the implementation of TTT as measured by chart review, comparing the differences from baseline to end of Phase 1, between intervention and control sites. All intervention sites remained engaged in the Learning Collaborative throughout Phase 1, with a total of 38 providers participating. The primary trial outcome measures are currently being collected by the study team through medical record review. If the Learning Collaborative is an effective means for improving implementation of TTT, this strategy could serve as a way of implementing disseminating TTT more widely. Copyright © 2016 Elsevier Inc. All rights reserved.

The New Challenges for E-learning: The Educational Semantic Web

ERIC Educational Resources Information Center

Aroyo, Lora; Dicheva, Darina

2004-01-01

The big question for many researchers in the area of educational systems now is what is the next step in the evolution of e-learning? Are we finally moving from a scattered intelligence to a coherent space of collaborative intelligence? How close we are to the vision of the Educational Semantic Web and what do we need to do in order to realize it?…

Preparing Teachers to Integrate Web 2.0 in School Practice: Toward a Framework for Pedagogy 2.0

ERIC Educational Resources Information Center

Jimoyiannis, Athanassios; Tsiotakis, Panagiotis; Roussinos, Dimitrios; Siorenta, Anastasia

2013-01-01

Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the…

A safety incident reporting system for primary care. A systematic literature review and consensus procedure by the LINNEAUS collaboration on patient safety in primary care

PubMed Central

Klemp, Kerstin; Zwart, Dorien; Hansen, Jørgen; Hellebek, Torben; Luettel, Dagmar; Verstappen, Wim; Beyer, Martin; Gerlach, Ferdin M.; Hoffmann, Barbara; Esmail, Aneez

2015-01-01

Background: Incident reporting is widely used in both patient safety improvement programmes, and in research on patient safety. Objective: To identify the key requirements for incident reporting systems in primary care; to develop an Internet-based incident reporting and learning system for primary care. Methods: A literature review looking at the purpose, design and requirements of an incident reporting system (IRS) was used to update an existing incident reporting system, widely used in Germany. Then, an international expert panel with knowledge on IRS developed the criteria for the design of a new web-based incident reporting system for European primary care. A small demonstration project was used to create a web-based reporting system, to be made freely available for practitioners and researchers. The expert group compiled recommendations regarding the desirable features of an incident reporting system for European primary care. These features covered the purpose of reporting, who should be involved in reporting, the mode of reporting, design considerations, feedback mechanisms and preconditions necessary for the implementation of an IRS. Results: A freely available web-based reporting form was developed, based on these criteria. It can be modified for local contexts. Practitioners and researchers can use this system as a means of recording patient safety incidents in their locality and use it as a basis for learning from errors. Conclusion: The LINNEAUS collaboration has provided a freely available incident reporting system that can be modified for a local context and used throughout Europe. PMID:26339835

Using Web 2.0 to Teach Web 2.0: A Case Study in Aligning Teaching, Learning and Assessment with Professional Practice

ERIC Educational Resources Information Center

Terrell, John; Richardson, Joan; Hamilton, Margaret

2011-01-01

Web 2.0 technologies have transformed the way people in information industries engage with their clients, collaborate on projects, promote their services and gather community knowledge. In this paper, we describe the impact of industry adoption of Web 2.0 technologies on an information management course. The students in this course are either…

Untangling Web 2.0: Charting Web 2.0 Tools, the NCSS Guidelines for Effective Use of Technology, and Bloom's Taxonomy

ERIC Educational Resources Information Center

Diacopoulos, Mark M.

2015-01-01

The potential for social studies to embrace instructional technology and Web 2.0 applications has become a growing trend in recent social studies research. As part of an ongoing process of collaborative enquiry between an instructional specialist and social studies teachers in a Professional Learning Community, a table of Web 2.0 applications was…

The Northwest's Hot Topics in Preparedness forum: a novel distance-learning collaborative.

PubMed

Shield, Margaret; Wiesner, Paul; Curran, Connie; Stark, Greg; Rauch, Steve; Stergachis, Andy; Thompson, Jack

2005-11-01

The Northwest Center for Public Health Practice at the University of Washington hosts a training forum, called Hot Topics in Preparedness, that is delivered via a synchronous, Web conferencing system. These monthly, 1-hour sessions focus on key topics related to emergency preparedness for public health professionals and their emergency response partners in the Northwest region. This distance learning series was conceived and implemented as a regional collaborative, overseen by an advisory board representing state, local, and tribal health agencies. Results of session evaluations, challenges, and lessons learned from the first year of the Hot Topics in Preparedness forum are reported. Web conferencing is a popular, convenient, and effective strategy for delivering training in the rapidly changing field of preparedness across a large geographic region.

Designing and Implementing a Unique Website Design Project in an Undergraduate Course

ERIC Educational Resources Information Center

Kontos, George

2016-01-01

The following paper describes a distinctive collaborative service-learning project done in an undergraduate class on web design. In this project, students in a web design class contacted local community non-profit organizations to create websites (collections of web pages) to benefit these organizations. The two phases of creating a website,…

Education in Biomedical and Health Informatics in the Web 3.0 Era: Standards for data, curricula, and activities. Contribution of the IMIA Working Group on Health and Medical Informatics Education.

PubMed

Otero, P; Hersh, W

2011-01-01

Web 3.0 is transforming the World Wide Web by allowing knowledge and reasoning to be gleaned from its content. Describe a new scenario in education and training known as "Education 3.0" that can help in the promotion of learning in health informatics in a collaborative way. Review of the current standards available for curricula and learning activities in in Biomedical and Health Informatics (BMHI) for a Web 3.0 scenario. A new scenario known as "Education 3.0" can provide open educational resources created and reused throughout different institutions and improved by means of an international collaborative knowledge powered by the use of E-learning. Currently there are standards that could be used in identifying and deliver content in education in BMHI in the semantic web era such as Resource Description Format (RDF), Web Ontology Language (OWL) and Sharable Content Object Reference Model (SCORM). In addition, there are other standards to support healthcare education and training. There are few experiences in the use of standards in e-learning in BMHI published in the literature. Web 3.0 can propose new approaches to building the BMHI workforce so there is a need to build tools as knowledge infrastructure to leverage it. The usefulness of standards in the content and competencies of training programs in BMHI needs more experience and research so as to promote the interoperability and sharing of resources in this growing discipline.

Web 2.0--E-Learning 2.0--Quality 2.0? Quality for New Learning Cultures

ERIC Educational Resources Information Center

Ehlers, Ulf Daniel

2009-01-01

Purpose: The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model and proposes consequences for quality development. Design/methodology/approach: The paper summarises relevant research in the field of e-learning to outline the…

Enhancing the Interdisciplinary Perspective in the Marketing Management Decision Process through an Applied, Integrated, Client Project

ERIC Educational Resources Information Center

Askim-Lovseth, Mary K.; O'Keefe, Timothy P.

2012-01-01

Businesses function within a cross-functional, integrative setting, and this necessitates providing a learning environment for students that is comparable to real-life work projects. Two upper-level university classes in marketing and information systems worked collaboratively with a snack food business to design and build a Web site based on a…

A novel collaborative e-learning platform for medical students - ALERT STUDENT

PubMed Central

2014-01-01

Background The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. Results A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. Conclusions The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school. This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes. PMID:25017028

A novel collaborative e-learning platform for medical students - ALERT STUDENT.

PubMed

Taveira-Gomes, Tiago; Saffarzadeh, Areo; Severo, Milton; Guimarães, M Jorge; Ferreira, Maria Amélia

2014-07-14

The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school.This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes.

Innovation and design of a web-based pain education interprofessional resource

PubMed Central

Lax, Leila; Watt-Watson, Judy; Lui, Michelle; Dubrowski, Adam; McGillion, Michael; Hunter, Judith; MacLennan, Cameron; Knickle, Kerry; Robb, Anja; Lapeyre, Jaime

2011-01-01

INTRODUCTION: The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. METHODS: Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. RESULTS: An authentic patient case was constructed, situated in inter-professional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. DISCUSSION: Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation. PMID:22184552

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers.

PubMed

Wright, Shirley J

2012-01-01

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy. Copyright © 2012 American Association of Anatomists.

The importance of social and collaborative learning for online continuing medical education (OCME): directions for future development and research.

PubMed

Sandars, John; Kokotailo, Patricia; Singh, Gurmit

2012-01-01

There is an increasing use of online continuing medical education (OCME), but the potential use of social and collaborative learning to change professional performance and improve patient care has yet to be fully realised. The integration of the main themes from the presentations and comments from participants at a symposium at AMEE 2011. Sociological perspectives on change in professional performance highlight the need for social and collaborative learning in OCME so that learners can share information (explicit knowledge) and opinion (tacit knowledge). The educational topic should be relevant to the complexity of professional practice and use iterative cycles of implementation and critical reflection in social networks so that proposed solutions can be tested in actual practice. The challenge of developing effective online discussions for collaborative learning is recognised. The provision of OCME requires a shift in both policy and practice to emphasise the importance of social and collaborative learning. Further research is recommended, especially to evaluate the implementation and impact of social and collaborative learning for OCME on patient care and the use of newer Web 2.0 approaches.

Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)

ERIC Educational Resources Information Center

Sahin, Sami; Uluyol, Çelebi

2016-01-01

Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their…

Evaluation of three different methods of distance learning for postgraduate diagnostic imaging education: A pilot study.

PubMed

Poirier, Jean-Nicolas; Cooley, Jeffrey R; Wessely, Michelle; Guebert, Gary M; Petrocco-Napuli, Kristina

2014-10-01

Objective : The purpose of this study was to evaluate the perceived effectiveness and learning potential of 3 Web-based educational methods in a postgraduate radiology setting. Methods : Three chiropractic radiology faculty from diverse geographic locations led mini-courses using asynchronous discussion boards, synchronous Web conferencing, and asynchronous voice-over case presentations formatted for Web viewing. At the conclusion of each course, participants filled out a 14-question survey (using a 5-point Likert scale) designed to evaluate the effectiveness of each method in achieving specified course objectives and goals and their satisfaction when considering the learning potential of each method. The mean, standard deviation, and percentage agreements were tabulated. Results : Twenty, 15, and 10 participants completed the discussion board, Web conferencing, and case presentation surveys, respectively. All educational methods demonstrated a high level of agreement regarding the course objective (total mean rating >4.1). The case presentations had the highest overall rating for achieving the course goals; however, all but one method still had total mean ratings >4.0 and overall agreement levels of 70%-100%. The strongest potential for interactive learning was found with Web conferencing and discussion boards, while case presentations rated very low in this regard. Conclusions : The perceived effectiveness in achieving the course objective and goals was high for each method. Residency-based distance education may be a beneficial adjunct to current methods of training, allowing for international collaboration. When considering all aspects tested, there does not appear to be a clear advantage to any one method. Utilizing various methods may be most appropriate.

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

A Web 2.0-Based Collaborative Model for Multicultural Education

ERIC Educational Resources Information Center

Hossain, Md. Mokter; Aydin, Hasan

2011-01-01

Purpose: Web 2.0 is a collaborative web development platform that has had tremendous usage in building effective, interactive, and collaborative virtual societies at home and abroad. Multicultural study is another trend that has tremendous possibilities to help people in the fight against racism and enables them to become active members of a…

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

NASA Astrophysics Data System (ADS)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

A stacked sequential learning method for investigator name recognition from web-based medical articles

NASA Astrophysics Data System (ADS)

Zhang, Xiaoli; Zou, Jie; Le, Daniel X.; Thoma, George

2010-01-01

"Investigator Names" is a newly required field in MEDLINE citations. It consists of personal names listed as members of corporate organizations in an article. Extracting investigator names automatically is necessary because of the increasing volume of articles reporting collaborative biomedical research in which a large number of investigators participate. In this paper, we present an SVM-based stacked sequential learning method in a novel application - recognizing named entities such as the first and last names of investigators from online medical journal articles. Stacked sequential learning is a meta-learning algorithm which can boost any base learner. It exploits contextual information by adding the predicted labels of the surrounding tokens as features. We apply this method to tag words in text paragraphs containing investigator names, and demonstrate that stacked sequential learning improves the performance of a nonsequential base learner such as an SVM classifier.

Web 2.0 collaboration tools to support student research in hydrology - an opinion

NASA Astrophysics Data System (ADS)

Pathirana, A.; Gersonius, B.; Radhakrishnan, M.

2012-02-01

A growing body of evidence suggests that it is unwise to make the a-priori assumption that university students are ready and eager to embrace modern online technologies employed to enhance the educational experience. We present an opinion on employing Wiki, a popular Web 2.0 technology, in small student groups, based on a case-study of using it customized as a personal learning environment (PLE) for supporting thesis research in hydrology. Since inception in 2006 the system presented has proven to facilitate knowledge construction and peer-communication within and across groups of students of different academic years and to stimulate learning. Being an open ended and egalitarian system, it was a minimal burden to maintain, as all students became content authors and shared responsibility. A number of unintended uses of the system were also observed, like using it as a backup medium and mobile storage. We attribute the success and sustainability of the proposed web 2.0-based approach to the fact that the efforts were not limited to the application of the technology, but comprised the creation of a supporting environment with educational activities organized around it. We propose that Wiki-based PLEs are much more suitable than traditional learning management systems for supporting non-classroom education activities like thesis research in hydrology.

Multi-agents and learning: Implications for Webusage mining.

PubMed

Lotfy, Hewayda M S; Khamis, Soheir M S; Aboghazalah, Maie M

2016-03-01

Characterization of user activities is an important issue in the design and maintenance of websites. Server weblog files have abundant information about the user's current interests. This information can be mined and analyzed therefore the administrators may be able to guide the users in their browsing activity so they may obtain relevant information in a shorter span of time to obtain user satisfaction. Web-based technology facilitates the creation of personally meaningful and socially useful knowledge through supportive interactions, communication and collaboration among educators, learners and information. This paper suggests a new methodology based on learning techniques for a Web-based Multiagent-based application to discover the hidden patterns in the user's visited links. It presents a new approach that involves unsupervised, reinforcement learning, and cooperation between agents. It is utilized to discover patterns that represent the user's profiles in a sample website into specific categories of materials using significance percentages. These profiles are used to make recommendations of interesting links and categories to the user. The experimental results of the approach showed successful user pattern recognition, and cooperative learning among agents to obtain user profiles. It indicates that combining different learning algorithms is capable of improving user satisfaction indicated by the percentage of precision, recall, the progressive category weight and F 1-measure.

Multi-agents and learning: Implications for Webusage mining

PubMed Central

Lotfy, Hewayda M.S.; Khamis, Soheir M.S.; Aboghazalah, Maie M.

2015-01-01

Characterization of user activities is an important issue in the design and maintenance of websites. Server weblog files have abundant information about the user’s current interests. This information can be mined and analyzed therefore the administrators may be able to guide the users in their browsing activity so they may obtain relevant information in a shorter span of time to obtain user satisfaction. Web-based technology facilitates the creation of personally meaningful and socially useful knowledge through supportive interactions, communication and collaboration among educators, learners and information. This paper suggests a new methodology based on learning techniques for a Web-based Multiagent-based application to discover the hidden patterns in the user’s visited links. It presents a new approach that involves unsupervised, reinforcement learning, and cooperation between agents. It is utilized to discover patterns that represent the user’s profiles in a sample website into specific categories of materials using significance percentages. These profiles are used to make recommendations of interesting links and categories to the user. The experimental results of the approach showed successful user pattern recognition, and cooperative learning among agents to obtain user profiles. It indicates that combining different learning algorithms is capable of improving user satisfaction indicated by the percentage of precision, recall, the progressive category weight and F1-measure. PMID:26966569

Assessing collaborative computing: development of the Collaborative-Computing Observation Instrument (C-COI)

NASA Astrophysics Data System (ADS)

Israel, Maya; Wherfel, Quentin M.; Shehab, Saadeddine; Ramos, Evan A.; Metzger, Adam; Reese, George C.

2016-07-01

This paper describes the development, validation, and uses of the Collaborative Computing Observation Instrument (C-COI), a web-based analysis instrument that classifies individual and/or collaborative behaviors of students during computing problem-solving (e.g. coding, programming). The C-COI analyzes data gathered through video and audio screen recording software that captures students' computer screens as they program, and their conversations with their peers or adults. The instrument allows researchers to organize and quantify these data to track behavioral patterns that could be further analyzed for deeper understanding of persistence and/or collaborative interactions. The article provides a rationale for the C-COI including the development of a theoretical framework for measuring collaborative interactions in computer-mediated environments. This theoretical framework relied on the computer-supported collaborative learning literature related to adaptive help seeking, the joint problem-solving space in which collaborative computing occurs, and conversations related to outcomes and products of computational activities. Instrument development and validation also included ongoing advisory board feedback from experts in computer science, collaborative learning, and K-12 computing as well as classroom observations to test out the constructs in the C-COI. These processes resulted in an instrument with rigorous validation procedures and a high inter-rater reliability.

Using "get with the guidelines" to improve cardiovascular secondary prevention.

PubMed

LaBresh, Kenneth A; Gliklich, Richard; Liljestrand, James; Peto, Randolph; Ellrodt, A Gray

2003-10-01

"Get With The Guidelines (GWTG)" was developed and piloted by the American Heart Association (AHA), New England Affiliate; MassPRO, Inc.; and other organizations to reduce the gap in the application of secondary prevention guidelines in hospitalized cardiovascular disease patients. Collaborative learning programs and technology solutions were created for the project. The interactive Web-based patient management tool (PMT) was developed using quality measures derived from the AHA/American College of Cardiology secondary prevention guidelines. It provided data entry, embedded reminders and guideline summaries, and online reports of quality measure performance, including comparisons with the aggregate performance of all hospitals. Multidisciplinary teams from 24 hospitals participated in the 2000-2001 pilot. Four collaborative learning sessions and monthly conference calls supported team interaction. Best-practices sharing and the use of an Internet tool enabled hospitals to change systems and collect data on 1,738 patients. The GWTG program, a template of learning sessions with didactic presentations, best-practices sharing, and collaborative multidisciplinary team meetings supported by the Internet-based data collection and reporting system, can be extended to multiple regions without requiring additional development. Following the completion of the pilot, the AHA adopted GWTG as a national program.

Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study

PubMed Central

2016-01-01

Background Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. Objective This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). Methods The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students’ preconceptions of RO-CBL, collected via pre- and posttraining surveys. Results Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. Conclusions This study explored students’ preconceptions of Web-based learning and evaluated the change in students’ attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students’ needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students’ satisfaction, and ultimately improve the learning experience. PMID:27731854

Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study.

PubMed

Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

2016-04-28

Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students' preconceptions of RO-CBL, collected via pre- and posttraining surveys. Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. This study explored students' preconceptions of Web-based learning and evaluated the change in students' attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students' needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students' satisfaction, and ultimately improve the learning experience.

ESIP Federation: A Case Study on Enabling Collaboration Infrastructure to Support Earth Science Informatics Communities

NASA Astrophysics Data System (ADS)

Robinson, E.; Meyer, C. B.; Benedict, K. K.

2013-12-01

A critical part of effective Earth science data and information system interoperability involves collaboration across geographically and temporally distributed communities. The Federation of Earth Science Information Partners (ESIP) is a broad-based, distributed community of science, data and information technology practitioners from across science domains, economic sectors and the data lifecycle. ESIP's open, participatory structure provides a melting pot for coordinating around common areas of interest, experimenting on innovative ideas and capturing and finding best practices and lessons learned from across the network. Since much of ESIP's work is distributed, the Foundation for Earth Science was established as a non-profit home for its supportive collaboration infrastructure. The infrastructure leverages the Internet and recent advances in collaboration web services. ESIP provides neutral space for self-governed groups to emerge around common Earth science data and information issues, ebbing and flowing as the need for them arises. As a group emerges, the Foundation quickly equips the virtual workgroup with a set of ';commodity services'. These services include: web meeting technology (Webex), a wiki and an email listserv. WebEx allows the group to work synchronously, dynamically viewing and discussing shared information in real time. The wiki is the group's primary workspace and over time creates organizational memory. The listserv provides an inclusive way to email the group and archive all messages for future reference. These three services lower the startup barrier for collaboration and enable automatic content preservation to allow for future work. While many of ESIP's consensus-building activities are discussion-based, the Foundation supports an ESIP testbed environment for exploring and evaluating prototype standards, services, protocols, and best practices. After community review of testbed proposals, the Foundation provides small seed funding and a toolbox of collaborative development resources including Amazon Web Services to quickly spin-up the testbed instance and a GitHub account for maintaining testbed project code enabling reuse. Recently, the Foundation supported development of the ESIP Commons (http://commons.esipfed.org), a Drupal-based knowledge repository for non-traditional publications to preserve community products and outcomes like white papers, posters and proceedings. The ESIP Commons adds additional structured metadata, provides attribution to contributors and allows those unfamiliar with ESIP a straightforward way to find information. The success of ESIP Federation activities is difficult to measure. The ESIP Commons is a step toward quantifying sponsor return on investment and is one dataset used in network map analysis of the ESIP community network, another success metric. Over the last 15 years, ESIP has continually grown and attracted experts in the Earth science data and informatics field becoming a primary locus of research and development on the application and evolution of Earth science data standards and conventions. As funding agencies push toward a more collaborative approach, the lessons learned from ESIP and the collaboration services themselves are a crucial component of supporting science research.

Social Media and Networking Technologies: An Analysis of Collaborative Work and Team Communication

ERIC Educational Resources Information Center

Okoro, Ephraim A.; Hausman, Angela; Washington, Melvin C.

2012-01-01

Digital communication increases students' learning outcomes in higher education. Web 2.0 technologies encourages students' active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids…

Using Interprofessional Learning for Continuing Education: Development and Evaluation of the Graduate Certificate Program in Health Professional Education for Clinicians.

PubMed

Henderson, Saras; Dalton, Megan; Cartmel, Jennifer

2016-01-01

Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs.

Clearing your Desk! Software and Data Services for Collaborative Web Based GIS Analysis

NASA Astrophysics Data System (ADS)

Tarboton, D. G.; Idaszak, R.; Horsburgh, J. S.; Ames, D. P.; Goodall, J. L.; Band, L. E.; Merwade, V.; Couch, A.; Hooper, R. P.; Maidment, D. R.; Dash, P. K.; Stealey, M.; Yi, H.; Gan, T.; Gichamo, T.; Yildirim, A. A.; Liu, Y.

2015-12-01

Can your desktop computer crunch the large GIS datasets that are becoming increasingly common across the geosciences? Do you have access to or the know-how to take advantage of advanced high performance computing (HPC) capability? Web based cyberinfrastructure takes work off your desk or laptop computer and onto infrastructure or "cloud" based data and processing servers. This talk will describe the HydroShare collaborative environment and web based services being developed to support the sharing and processing of hydrologic data and models. HydroShare supports the upload, storage, and sharing of a broad class of hydrologic data including time series, geographic features and raster datasets, multidimensional space-time data, and other structured collections of data. Web service tools and a Python client library provide researchers with access to HPC resources without requiring them to become HPC experts. This reduces the time and effort spent in finding and organizing the data required to prepare the inputs for hydrologic models and facilitates the management of online data and execution of models on HPC systems. This presentation will illustrate the use of web based data and computation services from both the browser and desktop client software. These web-based services implement the Terrain Analysis Using Digital Elevation Model (TauDEM) tools for watershed delineation, generation of hydrology-based terrain information, and preparation of hydrologic model inputs. They allow users to develop scripts on their desktop computer that call analytical functions that are executed completely in the cloud, on HPC resources using input datasets stored in the cloud, without installing specialized software, learning how to use HPC, or transferring large datasets back to the user's desktop. These cases serve as examples for how this approach can be extended to other models to enhance the use of web and data services in the geosciences.

Interactive Learning During Solar Maximum

NASA Technical Reports Server (NTRS)

Ashour-Abdalla, Maha; Curtis, Steven (Technical Monitor)

2001-01-01

The goal of this project is to develop and distribute e-educational material for space science during times of solar activity that emphasizes underlying basic science principles of solar disturbances and their effects on Earth. This includes materials such as simulations, animations, group projects and other on-line materials to be used by students either in high school or at the introductory college level. The on-line delivery tool originally intended to be used is known as Interactive Multimedia Education at a Distance (IMED), which is a web-based software system used at UCLA for interactive distance learning. IMED is a password controlled system that allows students to access text, images, bulletin boards, chat rooms, animation, simulations and individual student web sites to study science and to collaborate on group projects.

Audio/ Videoconferencing Packages: Low Cost

ERIC Educational Resources Information Center

Treblay, Remy; Fyvie, Barb; Koritko, Brenda

2005-01-01

A comparison was conducted of "Voxwire MeetingRoom" and "iVocalize" v4.1.0.3, both Web-conferencing products using voice-over-Internet protocol (VoIP) to provide unlimited, inexpensive, international audio communication, and high-quality Web-conferencing fostering collaborative learning. The study used the evaluation criteria used in earlier…

Why Increased Social Presence through Web Videoconferencing Does Not Automatically Lead to Improved Learning

ERIC Educational Resources Information Center

Giesbers, Bas; Rienties, Bart; Tempelaar, Dirk T.; Gijselaers, Wim

2014-01-01

The Community of Inquiry (CoI) model provides a well-researched theoretical framework to understand how learners and teachers interact and learn together in computer-supported collaborative learning (CSCL). Most CoI research focuses on asynchronous learning. However, with the arrival of easy-to-use synchronous communication tools the relevance of…

The Job Is the Learning Environment: Performance-Centered Learning To Support Knowledge Worker Performance.

ERIC Educational Resources Information Center

Dickover, Noel T.

2002-01-01

Explains performance-centered learning (PCL), an approach to optimize support for performance on the job by making corporate assets available to knowledge workers so they can solve actual problems. Illustrates PCL with a Web site that provides just-in-time learning, collaboration, and performance support tools to improve performance at the…

Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

2013-01-01

This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

We Scrum Every Day: Using Scrum Project Management Framework for Group Projects

ERIC Educational Resources Information Center

Pope-Ruark, Rebecca

2012-01-01

Collaborative group projects have documented learning benefits, yet collaboration is challenging for students because the educational system values individual achievement. This article explores Scrum, an approach to framing, planning, and managing group projects used in Web-software development. Designed for multi-faceted projects, this approach…

Can Web 2.0 Improve Our Collaboration?

ERIC Educational Resources Information Center

Rhoades, Emily B.; Friedel, Curtis R.; Morgan, A. Christian

2009-01-01

Technology has helped to improve student learning by making the curriculum interactive and engaging. However, has technology affected research in the same way? That is, has technology enabled people to better collaborate through data sharing and dissemination of their findings? As the importance of assessment and accountability of student learning…

Initiating collaboration among organ transplant professionals through Web portals and mobile applications.

PubMed

Alexander, Susan; Hoy, Haley; Maskey, Manil; Conover, Helen; Gamble, John; Fraley, Anne

2013-05-13

The knowledge base for healthcare providers working in the field of organ transplantation has grown exponentially. However, the field has no centralized 'space' dedicated to efficient access and sharing of information. The ease of use and portability of mobile applications (apps) make them ideal for subspecialists working in complex healthcare environments. In this article, the authors review the literature related to healthcare technology; describe the development of health-related technology; present their mobile app pilot project assessing the effects of a collaborative, mobile app based on a freely available content manage framework; and report their findings. They conclude by sharing both lessons learned while completing this project and future directions.

Web-based learning in professional development: experiences of Finnish nurse managers.

PubMed

Korhonen, Teija; Lammintakanen, Johanna

2005-11-01

The aim of this article is to describe the nurse managers' expectations, attitudes and experiences on web-based learning before and after participation in a web-based course. Information technology has rapidly become more common in health care settings. However, little is known about nurse managers' experiences on web-based learning, although they have a crucial role in promoting the professional development of their staff. Diagnostic assignments (n = 18) written before and interviews (n = 8) taken after the web-based education. The data were analysed by inductive content analysis. Nurse managers found web-based education to be a suitable and modern method of learning. On the basis of their experience they found multiple ways to utilize web-based learning environments in health care. Information technology skills, equipment, support and time were considered essential in web-based learning. Additionally, they found that their own experience might lead to more widespread implementation of web-based learning in health care settings. Information technology skills of nurse managers and staff need to be developed in order to use information technology effectively. In order to learn in a web-based environment, everyone needs the opportunity and access to required resources. Additionally, nurse managers' own experiences are important to promote wider utilization of web-based learning.

Designing a Resource Evolution Support System for Open Knowledge Communities

ERIC Educational Resources Information Center

Yang, Xianmin; Yu, Shengquan

2015-01-01

The continuous generation and evolution of digital learning resources is important for promoting open learning and meeting the personalized needs of learners. In the Web 2.0 era, open and collaborative authoring is becoming a popular method by which to create vast personalized learning resources in open knowledge communities (OKCs). However, the…

An Attempt To Design Synchronous Collaborative Learning Environments for Peer Dyads on the World Wide Web.

ERIC Educational Resources Information Center

Lee, Fong-Lok; Liang, Steven; Chan, Tak-Wai

1999-01-01

Describes the design, implementation, and preliminary evaluation of three synchronous distributed learning prototype systems: Co-Working System, Working Along System, and Hybrid System. Each supports a particular style of interaction, referred to a socio-activity learning model, between members of student dyads (pairs). All systems were…

Student Interaction and Community Building: An Evaluation of Social Networking in Online Learning Environments

ERIC Educational Resources Information Center

Cardona-Divale, Maria Victoria

2012-01-01

Learners often report difficulty maintaining social connectivity in online courses. Technology is quickly changing how people communicate, collaborate and learn using online social networking sites (SNSs). These sites have transformed education in a way that provides new learning opportunities when integrated with web 2.0 tools. Little research is…

Sharik 1.0: User Needs and System Requirements for a Web-Based Tool to Support Collaborative Sensemaking

DTIC Science & Technology

2016-05-01

Sharik 1.0: User Needs and System Requirements for a Web -Based Tool to Support Collaborative Sensemaking Shadi Ghajar-Khosravi...share the new intelligence items with their peers. In this report, the authors describe Sharik (SHAring Resources, Information, and Knowledge), a web ...SHAring Resources, Information and Knowledge, soit le partage des ressources, de l’information et des connaissances), un outil Web qui facilite le

Gold-standard evaluation of a folksonomy-based ontology learning model

NASA Astrophysics Data System (ADS)

Djuana, E.

2018-03-01

Folksonomy, as one result of collaborative tagging process, has been acknowledged for its potential in improving categorization and searching of web resources. However, folksonomy contains ambiguities such as synonymy and polysemy as well as different abstractions or generality problem. To maximize its potential, some methods for associating tags of folksonomy with semantics and structural relationships have been proposed such as using ontology learning method. This paper evaluates our previous work in ontology learning according to gold-standard evaluation approach in comparison to a notable state-of-the-art work and several baselines. The results show that our method is comparable to the state-of the art work which further validate our approach as has been previously validated using task-based evaluation approach.

A Collaborative Web-Based Architecture For Sharing ToxCast Data

EPA Science Inventory

Collaborative Drug Discovery (CDD) has created a scalable platform that combines traditional drug discovery informatics with Web2.0 features. Traditional drug discovery capabilities include substructure, similarity searching and export to excel or sdf formats. Web2.0 features inc...

Learning from the implementation of inter-organisational web-based care planning and coordination.

PubMed

Walker, Rae; Blacker, Vivian; Pandita, Linda; Close, Jacky; Mason, Wendy; Watson, Julie

2013-01-01

In Victoria, despite strong policy support, e-care planning and coordination is poorly developed. The action research project discussed here was developed to overcome organisational and worker-level barriers to change. The project outcomes highlighted the need for work on the building blocks of e-care coordination that enhance workers' knowledge and skills, and provide permission and support for appropriate collaborative system and services coordination practices.

Towards a Semantic Web of Things: A Hybrid Semantic Annotation, Extraction, and Reasoning Framework for Cyber-Physical System.

PubMed

Wu, Zhenyu; Xu, Yuan; Yang, Yunong; Zhang, Chunhong; Zhu, Xinning; Ji, Yang

2017-02-20

Web of Things (WoT) facilitates the discovery and interoperability of Internet of Things (IoT) devices in a cyber-physical system (CPS). Moreover, a uniform knowledge representation of physical resources is quite necessary for further composition, collaboration, and decision-making process in CPS. Though several efforts have integrated semantics with WoT, such as knowledge engineering methods based on semantic sensor networks (SSN), it still could not represent the complex relationships between devices when dynamic composition and collaboration occur, and it totally depends on manual construction of a knowledge base with low scalability. In this paper, to addresses these limitations, we propose the semantic Web of Things (SWoT) framework for CPS (SWoT4CPS). SWoT4CPS provides a hybrid solution with both ontological engineering methods by extending SSN and machine learning methods based on an entity linking (EL) model. To testify to the feasibility and performance, we demonstrate the framework by implementing a temperature anomaly diagnosis and automatic control use case in a building automation system. Evaluation results on the EL method show that linking domain knowledge to DBpedia has a relative high accuracy and the time complexity is at a tolerant level. Advantages and disadvantages of SWoT4CPS with future work are also discussed.

Web 2.0 Technologies for Effective Knowledge Management in Organizations: A Qualitative Analysis

ERIC Educational Resources Information Center

Nath, Anupam Kumar

2012-01-01

A new generation of Internet-based collaborative tools, commonly known as Web 2.0, has increased in popularity, availability, and power in the last few years (Kane and Fichman, 2009). Web 2.0 is a set of Internet-based applications that harness network effects by facilitating collaborative and participative computing (O'Reilly, 2006).…

Socials Studies

ERIC Educational Resources Information Center

Raths, David

2013-01-01

Eric Sheninger, the principal at New Milford High School in Bergen County, NJ, is well-known in ed tech circles as an evangelist for the use of web 2.0 tools in K-12 education. New Milford has made collaboration a pillar of its educational platform, and Sheninger believes that social media helps students learn how to collaborate. In fact, he…

Quality evaluation on an e-learning system in continuing professional education of nurses.

PubMed

Lin, I-Chun; Chien, Yu-Mei; Chang, I-Chiu

2006-01-01

Maintaining high quality in Web-based learning is a powerful means of increasing the overall efficiency and effectiveness of distance learning. Many studies have evaluated Web-based learning but seldom evaluate from the information systems (IS) perspective. This study applied the famous IS Success model in measuring the quality of a Web-based learning system using a Web-based questionnaire for data collection. One hundred and fifty four nurses participated in the survey. Based on confirmatory factor analysis, the variables of the research model fit for measuring the quality of a Web-based learning system. As Web-based education continues to grow worldwide, the results of this study may assist the system adopter (hospital executives), the learner (nurses), and the system designers in making reasonable and informed judgments with regard to the quality of Web-based learning system in continuing professional education.

Distance learning on the Internet: web-based archived curriculum.

PubMed

Burgess, Lawrence P A; Garshnek, Victoria; Birkmire-Peters, Deborah; Seifried, Steven E

2004-10-01

Web-based education through archived educational modules offers a significant opportunity to provide didactic education. By archiving lectures and teaching materials, it reduces the educators' time of preparation, especially when many students will need to take the same curriculum over a long period of time. The site can package educational material in multiple formats including audio, video, and readable text, allowing the student to tailor the educational experience to his/her learning preferences. This can be a stand-alone program, or integrated into a program combining distance and in-person education. Assessment through on-line tests can also be conducted, but these must be considered open-book assessments where collaboration cannot be prevented. As such, this vehicle can be utilized effectively for continuing education programs in health care, where open book is permitted and credits are generally awarded on the honor system. However, tests for certificate courses should only be given with a proctor in attendance. In this instance, on-line tests can be used as pre-tests for the student, while being structured to enhance further learning.

Students' Perceived Challenges in an Online Collaborative Learning Environment: A Case of Higher Learning Institutions in Nairobi, Kenya

ERIC Educational Resources Information Center

Muuro, Maina Elizaphan; Wagacha, Waiganjo Peter; Oboko, Robert; Kihoro, John

2014-01-01

Earlier forms of distance education were characterized by minimal social interaction like correspondence, television, video and radio. However, the World Wide Web (WWW) and online learning introduced the opportunity for much more social interaction, particularly among learners, and this has been further made possible through social media in Web…

Wiki as a Corporate Learning Tool: Case Study for Software Development Company

ERIC Educational Resources Information Center

Milovanovic, Milos; Minovic, Miroslav; Stavljanin, Velimir; Savkovic, Marko; Starcevic, Dusan

2012-01-01

In our study, we attempted to further investigate how Web 2.0 technologies influence workplace learning. Our particular interest was on using Wiki as a tool for corporate exchange of knowledge with the focus on informal learning. In this study, we collaborated with a multinational software development company that uses Wiki as a corporate tool…

The Online Writing Lab (OWL) and the Forum: A Tool for Writers in Distance Education Environments.

ERIC Educational Resources Information Center

Terryberry, Karl

2002-01-01

Demonstrates how to integrate static web pages with the dynamic forum for an effective learning experience on the online writing lab (OWL). Explains why asynchronous feedback provides effective, individualized writing instruction to students with various learning styles and how collaborative learning is fostered through threaded discussion groups.…

Exploring Writing Individually and Collaboratively Using Google Docs in EFL Contexts

ERIC Educational Resources Information Center

Alsubaie, Jawaher; Ashuraidah, Ali

2017-01-01

Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms.…

Examining High-School Students' Preferences toward Learning Environments, Personal Beliefs and Concept Learning in Web-Based Contexts

ERIC Educational Resources Information Center

Yang, Fang-Ying; Chang, Cheng-Chieh

2009-01-01

The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders…

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

ERIC Educational Resources Information Center

Chen, C. M.

2008-01-01

Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

Accelerating Cancer Systems Biology Research through Semantic Web Technology

PubMed Central

Wang, Zhihui; Sagotsky, Jonathan; Taylor, Thomas; Shironoshita, Patrick; Deisboeck, Thomas S.

2012-01-01

Cancer systems biology is an interdisciplinary, rapidly expanding research field in which collaborations are a critical means to advance the field. Yet the prevalent database technologies often isolate data rather than making it easily accessible. The Semantic Web has the potential to help facilitate web-based collaborative cancer research by presenting data in a manner that is self-descriptive, human and machine readable, and easily sharable. We have created a semantically linked online Digital Model Repository (DMR) for storing, managing, executing, annotating, and sharing computational cancer models. Within the DMR, distributed, multidisciplinary, and inter-organizational teams can collaborate on projects, without forfeiting intellectual property. This is achieved by the introduction of a new stakeholder to the collaboration workflow, the institutional licensing officer, part of the Technology Transfer Office. Furthermore, the DMR has achieved silver level compatibility with the National Cancer Institute’s caBIG®, so users can not only interact with the DMR through a web browser but also through a semantically annotated and secure web service. We also discuss the technology behind the DMR leveraging the Semantic Web, ontologies, and grid computing to provide secure inter-institutional collaboration on cancer modeling projects, online grid-based execution of shared models, and the collaboration workflow protecting researchers’ intellectual property. PMID:23188758

Accelerating cancer systems biology research through Semantic Web technology.

PubMed

Wang, Zhihui; Sagotsky, Jonathan; Taylor, Thomas; Shironoshita, Patrick; Deisboeck, Thomas S

2013-01-01

Cancer systems biology is an interdisciplinary, rapidly expanding research field in which collaborations are a critical means to advance the field. Yet the prevalent database technologies often isolate data rather than making it easily accessible. The Semantic Web has the potential to help facilitate web-based collaborative cancer research by presenting data in a manner that is self-descriptive, human and machine readable, and easily sharable. We have created a semantically linked online Digital Model Repository (DMR) for storing, managing, executing, annotating, and sharing computational cancer models. Within the DMR, distributed, multidisciplinary, and inter-organizational teams can collaborate on projects, without forfeiting intellectual property. This is achieved by the introduction of a new stakeholder to the collaboration workflow, the institutional licensing officer, part of the Technology Transfer Office. Furthermore, the DMR has achieved silver level compatibility with the National Cancer Institute's caBIG, so users can interact with the DMR not only through a web browser but also through a semantically annotated and secure web service. We also discuss the technology behind the DMR leveraging the Semantic Web, ontologies, and grid computing to provide secure inter-institutional collaboration on cancer modeling projects, online grid-based execution of shared models, and the collaboration workflow protecting researchers' intellectual property. Copyright © 2012 Wiley Periodicals, Inc.

Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

NASA Astrophysics Data System (ADS)

Kapon, Shulamit; Ganiel, Uri; Eylon, Bat Sheva

2011-12-01

This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas in physics to students with a high school background in physics. The students watched an exemplary public physics web lecture that was followed by a collaborative generic activity session. The collaborative session involved a guided critical reconstruction of the main arguments in the lecture, and a processing of the key analogical explanations. Then the students watched another exemplary web lecture on a different topic. The participants (N=14) were divided into two groups differing only in the order in which the lectures were presented. The students’ discussions during the activities show that they were able to reason and demonstrate conceptual progress, although the physics ideas in the lectures were far beyond their level in physics. The discussions during the collaborative session contributed significantly to the students’ understanding. We illustrate this point through an analysis of one of these discussions between two students on an analogical explanation of the Aharonov-Bohm effect that was presented in one of the lectures. The results from the tests that were administered to the participants several times during the intervention further support this contention.

Qualitative evaluation of a mobile phone and web-based collaborative care intervention for patients with type 2 diabetes.

PubMed

Lyles, Courtney Rees; Harris, Lynne T; Le, Tung; Flowers, Jan; Tufano, James; Britt, Diane; Hoath, James; Hirsch, Irl B; Goldberg, Harold I; Ralston, James D

2011-05-01

Drawing on previous web-based diabetes management programs based on the Chronic Care Model, we expanded an intervention to include care management through mobile phones and a game console web browser. The pilot intervention enrolled eight diabetes patients from the University of Washington in Seattle into a collaborative care program: connecting them to a care provider specializing in diabetes, providing access to their full electronic medical record, allowing wireless glucose uploads and e-mail with providers, and connecting them to the program's web services through a game system. To evaluate the study, we conducted qualitative thematic analysis of semistructured interviews. Participants expressed frustrations with using the cell phones and the game system in their everyday lives, but liked the wireless system for collaborating with a provider on uploaded glucoses and receiving automatic feedback on their blood sugar trends. A majority of participants also expressed that their participation in the trial increased their health awareness. Mobile communication technologies showed promise within a web-based collaborative care program for type 2 diabetes. Future intervention design should focus on integrating easy-to-use applications within mobile technologies already familiar to patients and ensure the system allows for sufficient collaboration with a care provider.

Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

NeuronDepot: keeping your colleagues in sync by combining modern cloud storage services, the local file system, and simple web applications

PubMed Central

Rautenberg, Philipp L.; Kumaraswamy, Ajayrama; Tejero-Cantero, Alvaro; Doblander, Christoph; Norouzian, Mohammad R.; Kai, Kazuki; Jacobsen, Hans-Arno; Ai, Hiroyuki; Wachtler, Thomas; Ikeno, Hidetoshi

2014-01-01

Neuroscience today deals with a “data deluge” derived from the availability of high-throughput sensors of brain structure and brain activity, and increased computational resources for detailed simulations with complex output. We report here (1) a novel approach to data sharing between collaborating scientists that brings together file system tools and cloud technologies, (2) a service implementing this approach, called NeuronDepot, and (3) an example application of the service to a complex use case in the neurosciences. The main drivers for our approach are to facilitate collaborations with a transparent, automated data flow that shields scientists from having to learn new tools or data structuring paradigms. Using NeuronDepot is simple: one-time data assignment from the originator and cloud based syncing—thus making experimental and modeling data available across the collaboration with minimum overhead. Since data sharing is cloud based, our approach opens up the possibility of using new software developments and hardware scalabitliy which are associated with elastic cloud computing. We provide an implementation that relies on existing synchronization services and is usable from all devices via a reactive web interface. We are motivating our solution by solving the practical problems of the GinJang project, a collaboration of three universities across eight time zones with a complex workflow encompassing data from electrophysiological recordings, imaging, morphological reconstructions, and simulations. PMID:24971059

NeuronDepot: keeping your colleagues in sync by combining modern cloud storage services, the local file system, and simple web applications.

PubMed

Rautenberg, Philipp L; Kumaraswamy, Ajayrama; Tejero-Cantero, Alvaro; Doblander, Christoph; Norouzian, Mohammad R; Kai, Kazuki; Jacobsen, Hans-Arno; Ai, Hiroyuki; Wachtler, Thomas; Ikeno, Hidetoshi

2014-01-01

Neuroscience today deals with a "data deluge" derived from the availability of high-throughput sensors of brain structure and brain activity, and increased computational resources for detailed simulations with complex output. We report here (1) a novel approach to data sharing between collaborating scientists that brings together file system tools and cloud technologies, (2) a service implementing this approach, called NeuronDepot, and (3) an example application of the service to a complex use case in the neurosciences. The main drivers for our approach are to facilitate collaborations with a transparent, automated data flow that shields scientists from having to learn new tools or data structuring paradigms. Using NeuronDepot is simple: one-time data assignment from the originator and cloud based syncing-thus making experimental and modeling data available across the collaboration with minimum overhead. Since data sharing is cloud based, our approach opens up the possibility of using new software developments and hardware scalabitliy which are associated with elastic cloud computing. We provide an implementation that relies on existing synchronization services and is usable from all devices via a reactive web interface. We are motivating our solution by solving the practical problems of the GinJang project, a collaboration of three universities across eight time zones with a complex workflow encompassing data from electrophysiological recordings, imaging, morphological reconstructions, and simulations.

Wiki, a New Wave of Innovation for Teaching and Collaborative Learning

ERIC Educational Resources Information Center

Mirzajani, Hassan; HajiAlizadeh, Kobra; Gorji, Omolbanin Hashemi; Zerafat, Romina; Saravi, Hanieh Rasouli; Alami, Reza

2015-01-01

Educational technology is a dynamic major which is ever developing. In the past, educational technology was one dimensional, but nowadays it has become multi-dimensional, flexible and learner-centered. A revolution has happened in teaching methods from the perspective of web. Novel technologies in web and new role of users' have led to the…

The Challenges of Web 2.0 for Education in Greece: A Review of the Literature

ERIC Educational Resources Information Center

Anastasiades, Panagiotes S.; Kotsidis, Konstantinos

2013-01-01

The pedagogical use of informational communication technology (ICT) in contemporary schools is an important issue in today's era of online learning environments. The internet is constantly evolving and it is transformed from a space of searching for information into a space of content creation and collaboration among users. Web 2.0 applications…

A DICOM Based Collaborative Platform for Real-Time Medical Teleconsultation on Medical Images.

PubMed

Maglogiannis, Ilias; Andrikos, Christos; Rassias, Georgios; Tsanakas, Panayiotis

2017-01-01

The paper deals with the design of a Web-based platform for real-time medical teleconsultation on medical images. The proposed platform combines the principles of heterogeneous Workflow Management Systems (WfMSs), the peer-to-peer networking architecture and the SPA (Single-Page Application) concept, to facilitate medical collaboration among healthcare professionals geographically distributed. The presented work leverages state-of-the-art features of the web to support peer-to-peer communication using the WebRTC (Web Real Time Communication) protocol and client-side data processing for creating an integrated collaboration environment. The paper discusses the technical details of implementation and presents the operation of the platform in practice along with some initial results.

Learning with Technology: Fifth Graders Go to College.

ERIC Educational Resources Information Center

Fowler, Rachel; Walsh, Joe; Avery, Jenny

2000-01-01

Describes a collaborative project between preservice teachers and fifth graders that provided the fifth graders with a university computer lab to learn about the American Revolution with the help of preservice teachers who were gaining practical experience in using technology with students. Discusses Web research, using HyperStudio, and creating…

Wiki Mass Authoring for Experiential Learning: A Case Study

ERIC Educational Resources Information Center

Pardue, Harold; Landry, Jeffrey; Sweeney, Bob

2013-01-01

Web 2.0 services include sharing and collaborative technologies such as blogs, social networking sites, online office productivity tools, and wikis. Wikis are increasingly used for the design and implementation of pedagogy, for example to facilitate experiential learning. A U.S. government-funded project for system security risk assessment was…

The Evolution of the DARWIN System

NASA Technical Reports Server (NTRS)

Walton, Joan D.; Filman, Robert E.; Korsmeyer, David J.; Norvig, Peter (Technical Monitor)

1999-01-01

DARWIN is a web-based system for presenting the results of wind-tunnel testing and computational model analyses to aerospace designers. DARWIN captures the data, maintains the information, and manages derived knowledge (e.g. visualizations, etc.) of large quantities of aerospace data. In addition, it provides tools and an environment for distributed collaborative engineering. We are currently constructing the third version of the DARWIN software system. DARWN's development history has, in some sense, tracked the development of web applications. The 1995 DARWIN reflected the latest web technologies--CGI scripts, Java applets and a three-layer architecture--available at that time. The 1997 version of DARWIN expanded on this base, making extensive use of a plethora of web technologies, including Java/JavaScript and Dynamic HTML. While more powerful, this multiplicity has proven to be a maintenance and development headache. The year 2000 version of DARWIN will provide a more stable and uniform foundation environment, composed primarily of Java mechanisms. In this paper, we discuss this evolution, comparing the strengths and weaknesses of the various architectural approaches and describing the lessons learned about building complex web applications.

Collaborative writing: Tools and tips.

PubMed

Eapen, Bell Raj

2007-01-01

Majority of technical writing is done by groups of experts and various web based applications have made this collaboration easy. Email exchange of word processor documents with tracked changes used to be the standard technique for collaborative writing. However web based tools like Google docs and Spreadsheets have made the process fast and efficient. Various versioning tools and synchronous editors are available for those who need additional functionality. Having a group leader who decides the scheduling, communication and conflict resolving protocols is important for successful collaboration.

Faculty Collaboration on Multidisciplinary Web-Based Education.

ERIC Educational Resources Information Center

Saad, Ashraf; Uskov, Vladimir L.; Cedercreutz, Kettil; Geonetta, Sam; Spille, Jack; Abel, Dick

In 1998, faculty members at the University of Cincinnati started a project as an interdepartmental collaboration to investigate the use of World Wide Web-based instructional (WBI) tools. The project team included representatives from various areas such as information engineering technology, mechanical engineering technology, chemical technology,…

Collaborative Learning with a Wiki: Differences in Perceived Usefulness in Two Contexts of Use

ERIC Educational Resources Information Center

Naismith, L.; Lee, B.-H.; Pilkington, R. M.

2011-01-01

This paper investigates the potential of a wiki (FlexWiki) to support collaborative authoring of web resources in authentic coursework by two different sets of education students at different stages of their professional development. Research questions included: (1) how the selected wiki could be blended with curriculum activities and existing…

Users' Attitudes towards Web 2.0 Communication Tools in Collaborative Settings: A Case Study with Early Childhood Education Students

ERIC Educational Resources Information Center

Bratitsis, Tharrenos

2012-01-01

This paper examines the utilization of Computer Mediated Communication tools within collaborative learning activities. By examining the participants' attitudes and behavior, issues related to performance improvement are being discussed. Through a comparative study using a Blog, a Wiki and a Discussion Forum, students' perception of collaboration…

NYU3T: teaching, technology, teamwork: a model for interprofessional education scalability and sustainability.

PubMed

Djukic, Maja; Fulmer, Terry; Adams, Jennifer G; Lee, Sabrina; Triola, Marc M

2012-09-01

Interprofessional education is a critical precursor to effective teamwork and the collaboration of health care professionals in clinical settings. Numerous barriers have been identified that preclude scalable and sustainable interprofessional education (IPE) efforts. This article describes NYU3T: Teaching, Technology, Teamwork, a model that uses novel technologies such as Web-based learning, virtual patients, and high-fidelity simulation to overcome some of the common barriers and drive implementation of evidence-based teamwork curricula. It outlines the program's curricular components, implementation strategy, evaluation methods, and lessons learned from the first year of delivery and describes implications for future large-scale IPE initiatives. Copyright © 2012 Elsevier Inc. All rights reserved.

Student Response to Remote-Online Case-Based Learning: A Qualitative Study

PubMed Central

2016-01-01

Background Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. Objective The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. Methods This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Results Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they’d like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL’s learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Conclusions Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL’s learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes. PMID:27731852

Student Response to Remote-Online Case-Based Learning: A Qualitative Study.

PubMed

Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

2016-03-22

Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.

An optimized web-based approach for collaborative stereoscopic medical visualization

PubMed Central

Kaspar, Mathias; Parsad, Nigel M; Silverstein, Jonathan C

2013-01-01

Objective Medical visualization tools have traditionally been constrained to tethered imaging workstations or proprietary client viewers, typically part of hospital radiology systems. To improve accessibility to real-time, remote, interactive, stereoscopic visualization and to enable collaboration among multiple viewing locations, we developed an open source approach requiring only a standard web browser with no added client-side software. Materials and Methods Our collaborative, web-based, stereoscopic, visualization system, CoWebViz, has been used successfully for the past 2 years at the University of Chicago to teach immersive virtual anatomy classes. It is a server application that streams server-side visualization applications to client front-ends, comprised solely of a standard web browser with no added software. Results We describe optimization considerations, usability, and performance results, which make CoWebViz practical for broad clinical use. We clarify technical advances including: enhanced threaded architecture, optimized visualization distribution algorithms, a wide range of supported stereoscopic presentation technologies, and the salient theoretical and empirical network parameters that affect our web-based visualization approach. Discussion The implementations demonstrate usability and performance benefits of a simple web-based approach for complex clinical visualization scenarios. Using this approach overcomes technical challenges that require third-party web browser plug-ins, resulting in the most lightweight client. Conclusions Compared to special software and hardware deployments, unmodified web browsers enhance remote user accessibility to interactive medical visualization. Whereas local hardware and software deployments may provide better interactivity than remote applications, our implementation demonstrates that a simplified, stable, client approach using standard web browsers is sufficient for high quality three-dimensional, stereoscopic, collaborative and interactive visualization. PMID:23048008

Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

ERIC Educational Resources Information Center

Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

Change Management Meets Web 2.0

ERIC Educational Resources Information Center

Gale, Doug

2008-01-01

Web 2.0 is the term used to describe a group of web-based creativity, information-sharing, and collaboration tools including wikis, blogs, social networks, and folksonomies. The common thread in all of these tools is twofold: They enable collaboration and information sharing, and their impact on higher education has been dramatic. A recent study…

Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

ERIC Educational Resources Information Center

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

NAWeb 2000: Web-Based Learning - On Track! International Conference on Web-Based Learning. (6th, New Brunswick, Canada, October 14-17, 2000).

ERIC Educational Resources Information Center

Hall, Richard., Ed.

This proceedings of the Sixth International Conference on Web-Based Learning, NAWeb 2000, includes the following papers: "Is a Paradigm Shift Required To Effectively Teach Web-Based Instruction?"; "Issues in Courseware Reuse for a Web-Based Information System"; "The Digital Curriculum Database: Meeting the Needs of Industry and the Challenge of…

Interweaving Meaning Generation in Science with Learning to Learn Together Processes Using Web 2.0 Tools

ERIC Educational Resources Information Center

Smyrnaiou, Zacharoula; Moustaki, Foteini; Yiannoutsou, Nikoleta; Kynigos, Chronis

2012-01-01

The literature of the science education does not offer much data concerning meaning generation (MG) and learning to learn together (L2L2) processes. The objective of this paper is the study of how a group of students working with an on-line Platform, interact, collaborate and express themselves to generate meanings with regard to moving in 3d…

Web-Based Learning in a Geometry Course

ERIC Educational Resources Information Center

Chan, Hsungrow; Tsai, Pengheng; Huang, Tien-Yu

2006-01-01

This study concerns applying Web-based learning with learner controlled instructional materials in a geometry course. The experimental group learned in a Web-based learning environment, and the control group learned in a classroom. We observed that the learning method accounted for a total variation in learning effect of 19.1% in the 3rd grade and…

A Study of Multimedia Annotation of Web-Based Materials

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Wang, Chin-Yu; Sharples, Mike

2007-01-01

Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students'…

Using the Social Web to Supplement Classical Learning

NASA Astrophysics Data System (ADS)

Trausan-Matu, Stefan; Posea, Vlad; Rebedea, Traian; Chiru, Costin

The paper describes a complex e-learning experiment that has involved over 700 students that attended the Human-Computer Interaction course at the “Politehnica” University of Bucharest during the last 4 years. The experiment consisted in using social web technologies like blogs and chat conferences to engage students in collaborative learning. The paper presents the learning scenario, the problems encountered and the tools developed for solving these problems and assisting tutors in evaluating the activity of the students. The results of the experiment and of using the blog and chat analysis tools are also covered. Moreover, we show the benefits of using such a scenario for the learning community formed by the students that attended this course in order to supplement the classical teaching and learning paradigm.

Towards a Semantic Web of Things: A Hybrid Semantic Annotation, Extraction, and Reasoning Framework for Cyber-Physical System

PubMed Central

Wu, Zhenyu; Xu, Yuan; Yang, Yunong; Zhang, Chunhong; Zhu, Xinning; Ji, Yang

2017-01-01

Web of Things (WoT) facilitates the discovery and interoperability of Internet of Things (IoT) devices in a cyber-physical system (CPS). Moreover, a uniform knowledge representation of physical resources is quite necessary for further composition, collaboration, and decision-making process in CPS. Though several efforts have integrated semantics with WoT, such as knowledge engineering methods based on semantic sensor networks (SSN), it still could not represent the complex relationships between devices when dynamic composition and collaboration occur, and it totally depends on manual construction of a knowledge base with low scalability. In this paper, to addresses these limitations, we propose the semantic Web of Things (SWoT) framework for CPS (SWoT4CPS). SWoT4CPS provides a hybrid solution with both ontological engineering methods by extending SSN and machine learning methods based on an entity linking (EL) model. To testify to the feasibility and performance, we demonstrate the framework by implementing a temperature anomaly diagnosis and automatic control use case in a building automation system. Evaluation results on the EL method show that linking domain knowledge to DBpedia has a relative high accuracy and the time complexity is at a tolerant level. Advantages and disadvantages of SWoT4CPS with future work are also discussed. PMID:28230725

Web-Based Reading Annotation System with an Attention-Based Self-Regulated Learning Mechanism for Promoting Reading Performance

ERIC Educational Resources Information Center

Chen, Chih-Ming; Huang, Sheng-Hui

2014-01-01

Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning (SRL) is key to autonomic learning…

Social Networking: A Collaborative Open Educational Resource

ERIC Educational Resources Information Center

Toetenel, Lisette

2014-01-01

Studies undertaken since the introduction of Web 2.0 have focussed mainly on open educational resources (OERs) such as email, blogging and virtual learning environments. No consistent efforts have been undertaken to study the use of social networking sites as a tool for learning in the second language classroom. This study examined the use of…

Web 2.0 Technologies and Back Channel Communication in an Online Learning Community

ERIC Educational Resources Information Center

Kearns, Lorna R.; Frey, Barbara A.

2010-01-01

Communication, collaboration and community development are processes that contribute to student satisfaction and learning in online courses. This paper describes a study that investigated how campus and distance graduate students in a library science program communicated with one another outside the official boundaries of their courses. We…

InvestigationOrganizer: The Development and Testing of a Web-based Tool to Support Mishap Investigations

NASA Technical Reports Server (NTRS)

Carvalho, Robert F.; Williams, James; Keller, Richard; Sturken, Ian; Panontin, Tina

2004-01-01

InvestigationOrganizer (IO) is a collaborative web-based system designed to support the conduct of mishap investigations. IO provides a common repository for a wide range of mishap related information, and allows investigators to make explicit, shared, and meaningful links between evidence, causal models, findings and recommendations. It integrates the functionality of a database, a common document repository, a semantic knowledge network, a rule-based inference engine, and causal modeling and visualization. Thus far, IO has been used to support four mishap investigations within NASA, ranging from a small property damage case to the loss of the Space Shuttle Columbia. This paper describes how the functionality of IO supports mishap investigations and the lessons learned from the experience of supporting two of the NASA mishap investigations: the Columbia Accident Investigation and the CONTOUR Loss Investigation.

Aligning Web-Based Tools to the Research Process Cycle: A Resource for Collaborative Research Projects

ERIC Educational Resources Information Center

Price, Geoffrey P.; Wright, Vivian H.

2012-01-01

Using John Creswell's Research Process Cycle as a framework, this article describes various web-based collaborative technologies useful for enhancing the organization and efficiency of educational research. Visualization tools (Cacoo) assist researchers in identifying a research problem. Resource storage tools (Delicious, Mendeley, EasyBib)…

Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan.

PubMed

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-08-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training. Copyright © 2011 Elsevier Ltd. All rights reserved.

Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom

ERIC Educational Resources Information Center

Cicconi, Megan

2014-01-01

With the advent of Web 2.0, Vygotsky's traditional role of the more knowledgeable other (MKO) has been transformed. This transformation shifts the power of a facilitator of learning from an elite group of MKOs to all students. Such a transformation possesses significant value in the early childhood mathematics classroom where collaboration is…

Education Students' Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

ERIC Educational Resources Information Center

Brodahl, Cornelia; Hansen, Nils Kristian

2014-01-01

Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl,…

Investigating Face-to-Face Peer Interaction Patterns in a Collaborative Web Discovery Task: The Bene?ts of a Shared Display

ERIC Educational Resources Information Center

Chung, C-W.; Lee, C-C.; Liu, C-C.

2013-01-01

Mobile computers are now increasingly applied to facilitate face-to-face collaborative learning. However, the factors affecting face-to-face peer interactions are complex as they involve rich communication media. In particular, non-verbal interactions are necessary to convey critical communication messages in face-to-face communication. Through…

Web-based health care agents; the case of reminders and todos, too (R2Do2).

PubMed

Silverman, B G; Andonyadis, C; Morales, A

1998-11-01

This paper describes efforts to develop and field an agent-based, healthcare middleware framework that securely connects practice rule sets to patient records to anticipate health todo items and to remind and alert users about these items over the web. Reminders and todos, too (R2Do2) is an example of merging data- and document-centric architectures, and of integrating agents into patient-provider collaboration environments. A test of this capability verifies that R2Do2 is progressing toward its two goals: (1) an open standards framework for middleware in the healthcare field; and (2) an implementation of the 'principle of optimality' to derive the best possible health plans for each user. This paper concludes with lessons learned to date.

Radiology education: a glimpse into the future.

PubMed

Scarsbrook, A F; Graham, R N J; Perriss, R W

2006-08-01

The digital revolution in radiology continues to advance rapidly. There are a number of interesting developments within radiology informatics which may have a significant impact on education and training of radiologists in the near future. These include extended functionality of handheld computers, web-based skill and knowledge assessment, standardization of radiological procedural training using simulated or virtual patients, worldwide videoconferencing via high-quality health networks such as Internet2 and global collaboration of radiological educational resources via comprehensive, multi-national databases such as the medical imaging resource centre initiative of the Radiological Society of North America. This article will explore the role of e-learning in radiology, highlight a number of useful web-based applications in this area, and explain how the current and future technological advances might best be incorporated into radiological training.

Future View: Web Navigation based on Learning User's Browsing Strategy

NASA Astrophysics Data System (ADS)

Nagino, Norikatsu; Yamada, Seiji

In this paper, we propose a Future View system that assists user's usual Web browsing. The Future View will prefetch Web pages based on user's browsing strategies and present them to a user in order to assist Web browsing. To learn user's browsing strategy, the Future View uses two types of learning classifier systems: a content-based classifier system for contents change patterns and an action-based classifier system for user's action patterns. The results of learning is applied to crawling by Web robots, and the gathered Web pages are presented to a user through a Web browser interface. We experimentally show effectiveness of navigation using the Future View.

Supporting Self-Regulated Learning in Web 2.0 Contexts

ERIC Educational Resources Information Center

Huang, Yong-Ming; Huang, Yueh-Min; Wang, Chia-Sui; Liu, Chien-Hung; Sandnes, Frode Eika

2012-01-01

Web-based self-learning (WBSL) provides learners with a powerful means of acquiring knowledge. However, WBSL may disorient learners, especially when their skills are inadequate for regulating their learning. In this paper, a Web 2.0 self-regulated learning (Web2SRL) system based on the theory of self-regulated learning is proposed. Learners use…

Sustaining Broader Impacts through Researcher-Teacher Collaboration (A Model Based on Award Abstract #1334935: Collaborative Research: Investigating the Ecological Importance of Iron Storage in Diatoms.)

NASA Astrophysics Data System (ADS)

Sutton, M.; Marchetti, A.

2016-02-01

Broader impacts have become a vital component of scientific research projects. A variety of outreach avenues are available to assist scientists in reaching larger audiences, however, the translation of cutting-edge scientific content and concepts can be challenging. Collaborating with educators is a viable option to assist researchers in fulfilling NSF's broader impact requirements. A broader impacts model based on collaborations between a teacher and 28 researchers from 14 institutions will demonstrate successful science outreach and engagement through interactions between teachers, researchers, students, and general audiences. Communication styles (i.e., blogs, social media) and outreach data incorporated by researchers and the teacher will be shared to illustrate the magnitude of the broader impacts achieved with this partnership. Inquiry-based investigations and activities developed to translate the science into the classroom will also be demonstrated, including the use of real scientific data collected during the research cruise. "Finding Microbe Needles in a Haystack of Oceans" provides an understanding of how remote sensing technology is used to locate specific ocean environments (e.g. High Nutrient Low Chlorophyll - HNLC) that support diverse microbial food webs. A board game ("Diatom Adventures©") designed to explore the physiology of microbial organisms and microscopic food webs will also be demonstrated. The tentative nature of science requires a constant vigil to stay abreast of the latest hypotheses and discoveries. Researcher/Teacher collaborations allow each professional to focus on his/her strengths while meeting broader impact requirements. These partnerships encourage lifelong learning as educators observe and work with scientists first-hand and then follow appropriate scope, sequence, and pedagogy to assist various audiences in understanding the innovative technologies being used to explore new scientific frontiers.

Image-based electronic patient records for secured collaborative medical applications.

PubMed

Zhang, Jianguo; Sun, Jianyong; Yang, Yuanyuan; Liang, Chenwen; Yao, Yihong; Cai, Weihua; Jin, Jin; Zhang, Guozhen; Sun, Kun

2005-01-01

We developed a Web-based system to interactively display image-based electronic patient records (EPR) for secured intranet and Internet collaborative medical applications. The system consists of four major components: EPR DICOM gateway (EPR-GW), Image-based EPR repository server (EPR-Server), Web Server and EPR DICOM viewer (EPR-Viewer). In the EPR-GW and EPR-Viewer, the security modules of Digital Signature and Authentication are integrated to perform the security processing on the EPR data with integrity and authenticity. The privacy of EPR in data communication and exchanging is provided by SSL/TLS-based secure communication. This presentation gave a new approach to create and manage image-based EPR from actual patient records, and also presented a way to use Web technology and DICOM standard to build an open architecture for collaborative medical applications.

A Web-based e-learning course: integration of pathophysiology into pharmacology.

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

Learning Strategies for Success in a Web-Based Course: A Descriptive Exploration

ERIC Educational Resources Information Center

Hu, Haihong; Gramling, Jennifer

2009-01-01

Web-based distance instruction has become a popular delivery method for education. How are learning strategies helping make the connection between Web-based technologies and educational goals? The purpose of this study was to examine learners' use of self-regulated learning strategies in a Web-based course. Twelve students from an information…

Pain Research Forum: application of scientific social media frameworks in neuroscience.

PubMed

Das, Sudeshna; McCaffrey, Patricia G; Talkington, Megan W T; Andrews, Neil A; Corlosquet, Stéphane; Ivinson, Adrian J; Clark, Tim

2014-01-01

Social media has the potential to accelerate the pace of biomedical research through online collaboration, discussions, and faster sharing of information. Focused web-based scientific social collaboratories such as the Alzheimer Research Forum have been successful in engaging scientists in open discussions of the latest research and identifying gaps in knowledge. However, until recently, tools to rapidly create such communities and provide high-bandwidth information exchange between collaboratories in related fields did not exist. We have addressed this need by constructing a reusable framework to build online biomedical communities, based on Drupal, an open-source content management system. The framework incorporates elements of Semantic Web technology combined with social media. Here we present, as an exemplar of a web community built on our framework, the Pain Research Forum (PRF) (http://painresearchforum.org). PRF is a community of chronic pain researchers, established with the goal of fostering collaboration and communication among pain researchers. Launched in 2011, PRF has over 1300 registered members with permission to submit content. It currently hosts over 150 topical news articles on research; more than 30 active or archived forum discussions and journal club features; a webinar series; an editor-curated weekly updated listing of relevant papers; and several other resources for the pain research community. All content is licensed for reuse under a Creative Commons license; the software is freely available. The framework was reused to develop other sites, notably the Multiple Sclerosis Discovery Forum (http://msdiscovery.org) and StemBook (http://stembook.org). Web-based collaboratories are a crucial integrative tool supporting rapid information transmission and translation in several important research areas. In this article, we discuss the success factors, lessons learned, and ongoing challenges in using PRF as a driving force to develop tools for online collaboration in neuroscience. We also indicate ways these tools can be applied to other areas and uses.

Pain Research Forum: application of scientific social media frameworks in neuroscience

PubMed Central

Das, Sudeshna; McCaffrey, Patricia G.; Talkington, Megan W. T.; Andrews, Neil A.; Corlosquet, Stéphane; Ivinson, Adrian J.; Clark, Tim

2014-01-01

Background: Social media has the potential to accelerate the pace of biomedical research through online collaboration, discussions, and faster sharing of information. Focused web-based scientific social collaboratories such as the Alzheimer Research Forum have been successful in engaging scientists in open discussions of the latest research and identifying gaps in knowledge. However, until recently, tools to rapidly create such communities and provide high-bandwidth information exchange between collaboratories in related fields did not exist. Methods: We have addressed this need by constructing a reusable framework to build online biomedical communities, based on Drupal, an open-source content management system. The framework incorporates elements of Semantic Web technology combined with social media. Here we present, as an exemplar of a web community built on our framework, the Pain Research Forum (PRF) (http://painresearchforum.org). PRF is a community of chronic pain researchers, established with the goal of fostering collaboration and communication among pain researchers. Results: Launched in 2011, PRF has over 1300 registered members with permission to submit content. It currently hosts over 150 topical news articles on research; more than 30 active or archived forum discussions and journal club features; a webinar series; an editor-curated weekly updated listing of relevant papers; and several other resources for the pain research community. All content is licensed for reuse under a Creative Commons license; the software is freely available. The framework was reused to develop other sites, notably the Multiple Sclerosis Discovery Forum (http://msdiscovery.org) and StemBook (http://stembook.org). Discussion: Web-based collaboratories are a crucial integrative tool supporting rapid information transmission and translation in several important research areas. In this article, we discuss the success factors, lessons learned, and ongoing challenges in using PRF as a driving force to develop tools for online collaboration in neuroscience. We also indicate ways these tools can be applied to other areas and uses. PMID:24653693

Problem-Based Learning in Web-Based Science Classroom.

ERIC Educational Resources Information Center

Kim, Heeyoung; Chung, Ji-Sook; Kim, Younghoon

The purpose of this paper is to discuss how general problem-based learning (PBL) models and social-constructivist perspectives are applied to the design and development of a Web-based science program, which emphasizes inquiry-based learning for fifth grade students. The paper also deals with the general features and learning process of a Web-based…

GeoSci: Practices to Collaboratively Build Online Resources for Geophysics Education

NASA Astrophysics Data System (ADS)

Heagy, L. J.; Cockett, R.; Oldenburg, D.

2016-12-01

What happens when you apply best practices of software development to the development of educational resources? GeoSci (http://geosci.xyz) is our experiment examining this question. In 2007, a web-based "textbook" resource: Geophysics for Practicing Geoscientists (GPG, https://www.eoas.ubc.ca/courses/eosc350/content/index.htm) was created to serve as the primary resource for an undergraduate applied geophysics course at UBC taken primarily by non-geophysics majors. The web-based resource, allowed students to navigate through the concepts in a nonlinear way using hyperlinks, and enabled interactive content to be embedded. Subsequent to the web-based release for our UBC course, this resource has also seen widespread international use across the geophysical community. The available resources and best practices have advanced significantly since 2007. The format in which the GPG was originally developed (raw html and css) hindered improvements and thus maintenance and development of the resource was essentially reduced to correcting typos. Bringing this resource to sustainable state in which it can be built upon, edited and adapted has required looking to other disciplines such as software maintenance and development. By applying leading practices from open source software development, including versioning, testing, automated deployment as well as open development practices, such as issue tracking and employing creative commons licensing, we have worked to create a revamped GPG (http://gpg.geosci.xyz) that can be collaborated on and extended. The GPG and a companion resource for electromagnetics have been worked on by over 25 people, with much of the development happening in parallel. In this presentation, we will share our experience, identify what we see as some of the key learnings that have enabled collaboration in resource development, and present a vision for how we see these resources being sustained in the future.

Nursing as universal and recognisable: Nursing students'perceptions of learning outcomes from intercultural peer learning webinars: A qualitative study.

PubMed

Carlson, Elisabeth; Stenberg, Marie; Chan, Bessie; Ho, Sukki; Lai, Timothy; Wong, Arkers; Chan, Engle Angela

2017-10-01

Nursing students need to be prepared for the increasingly culturally diverse health care. Therefore, providing students with international perspectives remains the mission of higher education. However, given the logistic and financial constraints, not all students will be able to travel overseas for their international experiences. A feasible alternative to study abroad is internationalisation-at-home where intercultural dimensions are incorporated into curriculum, without students leaving their home universities. This paper presents findings from a collaboration between nursing programmes in Sweden and Hong Kong. The aim of the project was to explore how undergraduate nursing students' perceived achieved learning outcomes after participating in a web-based intercultural peer-learning intervention. Copyright © 2017 Elsevier Ltd. All rights reserved.

LeaRN: A Collaborative Learning-Research Network for a WLCG Tier-3 Centre

NASA Astrophysics Data System (ADS)

Pérez Calle, Elio

2011-12-01

The Department of Modern Physics of the University of Science and Technology of China is hosting a Tier-3 centre for the ATLAS experiment. A interdisciplinary team of researchers, engineers and students are devoted to the task of receiving, storing and analysing the scientific data produced by the LHC. In order to achieve the highest performance and to develop a knowledge base shared by all members of the team, the research activities and their coordination are being supported by an array of computing systems. These systems have been designed to foster communication, collaboration and coordination among the members of the team, both face-to-face and remotely, and both in synchronous and asynchronous ways. The result is a collaborative learning-research network whose main objectives are awareness (to get shared knowledge about other's activities and therefore obtain synergies), articulation (to allow a project to be divided, work units to be assigned and then reintegrated) and adaptation (to adapt information technologies to the needs of the group). The main technologies involved are Communication Tools such as web publishing, revision control and wikis, Conferencing Tools such as forums, instant messaging and video conferencing and Coordination Tools, such as time management, project management and social networks. The software toolkit has been deployed by the members of the team and it has been based on free and open source software.

Preparations for Integrating Space-Based Total Lightning Observations into Forecast Operations

NASA Technical Reports Server (NTRS)

Stano, Geoffrey T.; Fuell, Kevin K.; Molthan, Andrew L.

2016-01-01

NASA's Short-term Prediction Research and Transition (SPoRT) Center has been a leader in collaborating with the United States National Weather Service (NWS) offices to integrate ground-based total lightning (intra-cloud and cloud-to-ground) observations into the real-time operational environment. For much of these collaborations, the emphasis has been on training, dissemination of data to the NWS AWIPS system, and focusing on the utility of these data in the warning decision support process. A shift away from this paradigm has occurred more recently for several reasons. For one, SPoRT's collaborations have expanded to new partners, including emergency managers and the aviation community. Additionally, and most importantly, is the impending launch of the GOES-R Geostationary Lightning Mapper (GLM). This has led to collaborative efforts to focus on additional forecast needs, new data displays, develop training for GLM uses based on the lessons learned from ground-based lightning mapping arrays, and ways to better relate total lightning data to other meteorological parameters. This presentation will focus on these efforts to prepare the operational end user community for GLM with an eye towards sharing lessons learned as EUMETSAT prepares for the Meteosat Third Generation Lightning Imager. This will focus on both software and training needs. In particular, SPoRT has worked closely with the Meteorological Development Laboratory to create the total lightning tracking tool. This software allows for NWS forecasters to manually track storms of interest and display a time series trend of observations. This tool also has been expanded to work on any gridded data set allowing for easy visual comparisons of multiple parameters in addition to total lightning. A new web display has been developed for the ground-based observations that can be easily extended to satellite observations. This paves the way for new collaborations outside of the NWS, both domestically and internationally, as the web display will be functional on PCs and mobile devices. Furthermore, SPoRT has helped developed the software plug-in to visualize GLM data. Examples using the official GLM proxy product will be used to provide a glimpse as to what real-time GLM and likely MTG-LI data will be in the near future.

Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students.

PubMed

Chan, Aileen Wai-Kiu; Chair, Sek-Ying; Sit, Janet Wing-Hung; Wong, Eliza Mi-Ling; Lee, Diana Tze-Fun; Fung, Olivia Wai-Man

2016-03-01

Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.

Adding Interactivity to Web Based Distance Learning.

ERIC Educational Resources Information Center

Cafolla, Ralph; Knee, Richard

Web Based Distance Learning (WBDL) is a form of distance learning based on providing instruction mainly on the World Wide Web. This paradigm has limitations, especially the lack of interactivity inherent in the Web. The purpose of this paper is to discuss some of the technologies the authors have used in their courses at Florida Atlantic…

Web-Based Intelligent E-Learning Systems: Technologies and Applications

ERIC Educational Resources Information Center

Ma, Zongmin

2006-01-01

Collecting and presenting the latest research and development results from the leading researchers in the field of e-learning systems, Web-Based Intelligent E-Learning Systems: Technologies and Applications provides a single record of current research and practical applications in Web-based intelligent e-learning systems. This book includes major…

Self Regulated Learning for Developing Nursing Skills via Web-Based

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Hua, Khor Bee

2013-01-01

The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

The relationships among nurses' job characteristics and attitudes toward web-based continuing learning.

PubMed

Chiu, Yen-Lin; Tsai, Chin-Chung; Fan Chiang, Chih-Yun

2013-04-01

The purpose of this study was to explore the relationships between job characteristics (job demands, job control and social support) and nurses' attitudes toward web-based continuing learning. A total of 221 in-service nurses from hospitals in Taiwan were surveyed. The Attitudes toward Web-based Continuing Learning Survey (AWCL) was employed as the outcome variables, and the Chinese version Job Characteristic Questionnaire (C-JCQ) was administered to assess the predictors for explaining the nurses' attitudes toward web-based continuing learning. To examine the relationships among these variables, hierarchical regression was conducted. The results of the regression analysis revealed that job control and social support positively associated with nurses' attitudes toward web-based continuing learning. However, the relationship of job demands to such learning was not significant. Moreover, a significant demands×job control interaction was found, but the job demands×social support interaction had no significant relationships with attitudes toward web-based continuing learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Impact of Web Based Resource Material on Learning Outcome in Open Distance Higher Education

ERIC Educational Resources Information Center

Masrur, Rehana

2010-01-01

One of the most powerful educational option in open and distance education is web-based learning. A blended (hybrid) course combines traditional face to face and web-based learning approaches in an educational environment that is nonspecific as to time and place. The study reported here investigated the impact of web based resource material…

Web-based versus face-to-face interprofessional team encounters with standardized patients.

PubMed

Lempicki, Kelly A; Holland, Christine S

2018-03-01

Challenges exist in developing interprofessional education (IPE) activities including coordinating schedules and obtaining appropriate space for teams to work. Virtual worlds have been explored as a means to overcome some of these challenges. We sought to develop a web-based interprofessional team interaction with a standardized patient (SP), as compared to a face-to-face SP interaction, focusing on the competency area of interprofessional communication. Interprofessional teams of students were randomized to complete a web-based or face-to-face SP encounter. The web-based encounter was conducted via video conference that students accessed using their own electronic device. Interprofessional communication was evaluated by faculty observers and the SPs. Participants of the web-based encounter also completed a perceptions questionnaire. Interprofessional communication was rated as average/above average by the authors and SPs. Perceptions of the web-based encounter were mixed with not all students willing to complete such an encounter again despite finding it enjoyable and a positive learning experience. The need for adequate preparation was identified, including the opportunity to review the patient case before the encounter. The web-based SP encounter afforded students the opportunity to utilize communication technology to provide patient-centered care while collaborating as an interprofessional team. Video conferencing presents an opportunity to bypass some logistical challenges in scheduling IPE experiences and can be implemented as a co-curricular activity, avoiding course revisions. Additional studies are needed to further explore student and patient perspectives and clarify when, and with what level of trainees, the experiences are most valuable. Copyright © 2017 Elsevier Inc. All rights reserved.

Mining Formative Evaluation Rules Using Web-Based Learning Portfolios for Web-Based Learning Systems

ERIC Educational Resources Information Center

Chen, Chih-Ming; Hong, Chin-Ming; Chen, Shyuan-Yi; Liu, Chao-Yu

2006-01-01

Learning performance assessment aims to evaluate what knowledge learners have acquired from teaching activities. Objective technical measures of learning performance are difficult to develop, but are extremely important for both teachers and learners. Learning performance assessment using learning portfolios or web server log data is becoming an…

Web-Enhanced Learning: Engaging Students in Constructivist Learning

ERIC Educational Resources Information Center

Neo, Mai

2005-01-01

Purpose: The purpose of this paper is to study the impact of a web-based constructivist learning environment, which was developed based on a course given to students in the Faculty of Creative Multimedia (FCM) on student learning. Design/methodology/approach: In this paper, a web-based multimedia-mediated project was developed based on an Internet…

Towards Greater Learner Control: Web Supported Project-Based Learning

ERIC Educational Resources Information Center

Guthrie, Cameron

2010-01-01

Project-based learning has been suggested as an appropriate pedagogy to prepare students in information systems for the realities of the business world. Web-based resources have been used to support such pedagogy with mixed results. The paper argues that the design of web-based learning support to cater to different learning styles may give…

Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Student Collaboration and Standards-Based Music Learning: A Literature Review

ERIC Educational Resources Information Center

Cangro, Richard

2016-01-01

This article is a review of relevant literature on collaborative, standards-based music learning. The review is organized as follows: (a) historical perspective, (b) collaborative music learning, (c) collaboration and creating, (d) collaboration and performing, (e) collaboration and responding, and (f) conclusions. In an effort to bridge the gap…

Current Capabilities, Issues, and Trends in LMSs and Authoring Tools

DTIC Science & Technology

2009-08-18

architecture  Embedded best-practice design principles  Support for immersive learning technologies  Support for social media 8 LMSs LMS Functionality is... Learning System Multimedia content Application demos VOIP Real-time Collaboration technologies from Adobe Connect Pro, WebEx, LiveMeeting, & Centra...ORGANIZATION NAME(S) AND ADDRESS(ES) Advanced Decision Learning (ADL),ADL Co-Lab,1901 N. Beauregard Street Suite 600,Alexandria,VA,22311 8

Collaborative project-based learning: an integrative science and technological education project

NASA Astrophysics Data System (ADS)

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-04-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills.

Student Perceptions of Learning in a Web-Based Tutorial.

ERIC Educational Resources Information Center

Brescia, William; McAuley, Sean

This case study used both quantitative and qualitative methods to investigate students' perceptions of learning using a Web-based tutorial. Students participated in a Web-based tutorial to learn basic HTML as part of a graduate-level Web design course. Four of five students agreed to participate in the survey and interviews. After completing the…

Evaluating the Effects of Competency-Based Web Learning on Self-Directed Learning Aptitudes

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2007-01-01

The main aim of the study is to evaluate the impact of the competency-based web learning material (CBWLM) on the self-directed learning aptitude (SDLA) of college students. Specifically, it seeks to investigate, statistically, the changes in SDLAs at different stages of competency-based web learning (CBWL) over an eight-week period. The sample of…

Inspiring the Next Generation of Scientists: Building on 52 Years of Tradition in Diatom Research with Open-Source, Web-Based Collaboration Tools and Online Resources in a Field Course for High School Students

NASA Astrophysics Data System (ADS)

Howard, K. L.; Lee, S. S.

2015-12-01

Open-source, web-based forums and online resources can be used to develop a collaborative, active-learning approach for engaging and training students in the scientific process. We used the Diatoms of the United States website as an online resource for diatom taxonomy and developed a Google+ class community to serve as a platform for high school students to learn about research in diatom taxonomy, community ecology and diatom applications to the earth sciences. Ecology and Systematics of Diatoms is a field course that has been taught at the undergraduate and graduate levels at the Iowa Lakeside Lab field station for 52 years, beginning with the Diatom Clinic in 1963. Freshwater diatom education at Lakeside Lab has since evolved into a foundational training course attracting budding diatomists from all over the world, and has grown to include a week-long course for high school students. Successful since 2012, the high school course is now offered for college credit (University of Iowa), and covers methods of diatom specimen collection and preparation, microscopy, identification of diatom genera, diatom ecology, applications of diatom research, and an introduction to data analysis incorporating multivariate statistics (ordination) using the R statistical program, as well as primary scientific literature. During the 2015 course, students contributed to a Google+ class community where they posted images, data, and questions. The web-based platform allowed students to easily share information and to give and receive feedback from both peers and instructors. Students collaborated via the Google+ community and used the Diatoms of the United States website to develop a taxonomic reference for a field-based group research project, simulating how an actual diatom research program would develop a region or project-specific flora harmonized across analysts. Students investigated the taxonomy and ecology of diatom epiphytes on the green alga Cladophora from the littoral zone of West Lake Okoboji, Iowa. They found the epiphyte community went through a seasonal succession and developed hypotheses for the observed patterns by researching the ecology of diatoms in primary literature. These course activities may be used as a model for other field-based courses or educational programs in earth and environmental sciences.

Pedagogy for teaching and learning cooperatively on the Web: a Web-based pharmacology course.

PubMed

Tse, Mimi M Y; Pun, Sandra P Y; Chan, Moon Fai

2007-02-01

The Internet is becoming a preferred place to find information. Millions of people go online in the search of health and medical information. Likewise, the demand for Web-based courses grows. This article presents the development, utilization and evaluation of a web-based pharmacology course for nursing students. The course was developed based on 150 commonly used drugs. There were 110 year 1 nursing students took part in the course. After attending six hours face to face lecture of pharmacology over three weeks, students were invited to complete a questionnaire (pre-test) about learning pharmacology. The course materials were then uploaded to a WebCT for student's self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given the same questionnaire (post-test). There were a significant increase in the understanding compared with memorizing the subject content, the development of problem solving ability in learning pharmacology and becoming an independent learner (p ,0.05). Online quizzes yielded satisfactory results. In the focused group interview, students appreciated the time flexibility and convenience associated with web-based learning, also, they had made good suggestions in enhancing web-based learning. Web-based approach is promising for teaching and learning pharmacology for nurses and other health-care professionals.

Using a Game Environment to Foster Collaborative Learning: A Design-Based Study

ERIC Educational Resources Information Center

Hamalainen, Raija

2011-01-01

Designing collaborative three-dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the "design-based research" methodology are described; these have been used to support collaborative learning in the…

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

Effects of Web-Based Collaborative Writing on Individual L2 Writing Development

ERIC Educational Resources Information Center

Bikowski, Dawn; Vithanage, Ramyadarshanie

2016-01-01

This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers' (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S.…

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

ERIC Educational Resources Information Center

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

Research and Development of Web-Based Virtual Online Classroom

ERIC Educational Resources Information Center

Yang, Zongkai; Liu, Qingtang

2007-01-01

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment…

Collaboration of Students and Faculty Creating a Web-Site Based for Homework.

ERIC Educational Resources Information Center

Packard, Abbot L.; Holmes, Glen A.

This paper chronicles the building of a student based Web site method of quickly getting homework graded and back to the students with feedback. A Web site-supported statistics class offers an opportunity for students to check answers, get immediate feedback, and submit homework. A web-based support system should provide assistant for students of…

Collaborative Visualization for Large-Scale Accelerator Electromagnetic Modeling (Final Report)

DOE Office of Scientific and Technical Information (OSTI.GOV)

William J. Schroeder

2011-11-13

This report contains the comprehensive summary of the work performed on the SBIR Phase II, Collaborative Visualization for Large-Scale Accelerator Electromagnetic Modeling at Kitware Inc. in collaboration with Stanford Linear Accelerator Center (SLAC). The goal of the work was to develop collaborative visualization tools for large-scale data as illustrated in the figure below. The solutions we proposed address the typical problems faced by geographicallyand organizationally-separated research and engineering teams, who produce large data (either through simulation or experimental measurement) and wish to work together to analyze and understand their data. Because the data is large, we expect that it cannotmore » be easily transported to each team member's work site, and that the visualization server must reside near the data. Further, we also expect that each work site has heterogeneous resources: some with large computing clients, tiled (or large) displays and high bandwidth; others sites as simple as a team member on a laptop computer. Our solution is based on the open-source, widely used ParaView large-data visualization application. We extended this tool to support multiple collaborative clients who may locally visualize data, and then periodically rejoin and synchronize with the group to discuss their findings. Options for managing session control, adding annotation, and defining the visualization pipeline, among others, were incorporated. We also developed and deployed a Web visualization framework based on ParaView that enables the Web browser to act as a participating client in a collaborative session. The ParaView Web Visualization framework leverages various Web technologies including WebGL, JavaScript, Java and Flash to enable interactive 3D visualization over the web using ParaView as the visualization server. We steered the development of this technology by teaming with the SLAC National Accelerator Laboratory. SLAC has a computationally-intensive problem important to the nations scientific progress as described shortly. Further, SLAC researchers routinely generate massive amounts of data, and frequently collaborate with other researchers located around the world. Thus SLAC is an ideal teammate through which to develop, test and deploy this technology. The nature of the datasets generated by simulations performed at SLAC presented unique visualization challenges especially when dealing with higher-order elements that were addressed during this Phase II. During this Phase II, we have developed a strong platform for collaborative visualization based on ParaView. We have developed and deployed a ParaView Web Visualization framework that can be used for effective collaboration over the Web. Collaborating and visualizing over the Web presents the community with unique opportunities for sharing and accessing visualization and HPC resources that hitherto with either inaccessible or difficult to use. The technology we developed in here will alleviate both these issues as it becomes widely deployed and adopted.« less

Web-based learning resources - new opportunities for competency development.

PubMed

Moen, Anne; Nygård, Kathrine A; Gauperaa, Torunn

2009-01-01

Creating web-based learning environments holds great promise for on the job training and competence development in nursing. The web-based learning environment was designed and customized by four professional development nurses. We interviewed five RNs that pilot tested the web-based resource. Our findings give some insight into how the web-based design tool are perceived and utilized, and how content is represented in the learning environment. From a competency development perspective, practicing authentic tasks in a web-based learning environment can be useful to train skills and keep up important routines. The approach found in this study also needs careful consideration. Emphasizing routines and skills can be important to reduce variation and ensure more streamlined practice from an institution-wide quality improvement efforts. How the emphasis on routines and skills plays out towards the individual's overall professional development needs further careful studies.

Data and Models as Social Objects in the HydroShare System for Collaboration in the Hydrology Community and Beyond

NASA Astrophysics Data System (ADS)

Tarboton, D. G.; Idaszak, R.; Horsburgh, J. S.; Ames, D. P.; Goodall, J. L.; Band, L. E.; Merwade, V.; Couch, A.; Hooper, R. P.; Maidment, D. R.; Dash, P. K.; Stealey, M.; Yi, H.; Gan, T.; Castronova, A. M.; Miles, B.; Li, Z.; Morsy, M. M.; Crawley, S.; Ramirez, M.; Sadler, J.; Xue, Z.; Bandaragoda, C.

2016-12-01

How do you share and publish hydrologic data and models for a large collaborative project? HydroShare is a new, web-based system for sharing hydrologic data and models with specific functionality aimed at making collaboration easier. HydroShare has been developed with U.S. National Science Foundation support under the auspices of the Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI) to support the collaboration and community cyberinfrastructure needs of the hydrology research community. Within HydroShare, we have developed new functionality for creating datasets, describing them with metadata, and sharing them with collaborators. We cast hydrologic datasets and models as "social objects" that can be shared, collaborated around, annotated, published and discovered. In addition to data and model sharing, HydroShare supports web application programs (apps) that can act on data stored in HydroShare, just as software programs on your PC act on your data locally. This can free you from some of the limitations of local computing capacity and challenges in installing and maintaining software on your own PC. HydroShare's web-based cyberinfrastructure can take work off your desk or laptop computer and onto infrastructure or "cloud" based data and processing servers. This presentation will describe HydroShare's collaboration functionality that enables both public and private sharing with individual users and collaborative user groups, and makes it easier for collaborators to iterate on shared datasets and models, creating multiple versions along the way, and publishing them with a permanent landing page, metadata description, and citable Digital Object Identifier (DOI) when the work is complete. This presentation will also describe the web app architecture that supports interoperability with third party servers functioning as application engines for analysis and processing of big hydrologic datasets. While developed to support the cyberinfrastructure needs of the hydrology community, the informatics infrastructure for programmatic interoperability of web resources has a generality beyond the solution of hydrology problems that will be discussed.

Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest and Participation in Learning Communication

ERIC Educational Resources Information Center

Dohn, Niels Bonderup; Dohn, Nina Bonderup

2017-01-01

The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer…

The Turkish Version of Web-Based Learning Platform Evaluation Scale: Reliability and Validity Study

ERIC Educational Resources Information Center

Dag, Funda

2016-01-01

The purpose of this study is to determine the language equivalence and the validity and reliability of the Turkish version of the "Web-Based Learning Platform Evaluation Scale" ("Web Tabanli Ögrenme Ortami Degerlendirme Ölçegi" [WTÖODÖ]) used in the selection and evaluation of web-based learning environments. Within this scope,…

Factors that Influence Acceptance of Web-Based E-Learning Systems for the In-Service Education of Junior High School Teachers in Taiwan

ERIC Educational Resources Information Center

Chen, Hong-Ren; Tseng, Hsiao-Fen

2012-01-01

Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's…

Creating and sharing clinical decision support content with Web 2.0: Issues and examples.

PubMed

Wright, Adam; Bates, David W; Middleton, Blackford; Hongsermeier, Tonya; Kashyap, Vipul; Thomas, Sean M; Sittig, Dean F

2009-04-01

Clinical decision support is a powerful tool for improving healthcare quality and patient safety. However, developing a comprehensive package of decision support interventions is costly and difficult. If used well, Web 2.0 methods may make it easier and less costly to develop decision support. Web 2.0 is characterized by online communities, open sharing, interactivity and collaboration. Although most previous attempts at sharing clinical decision support content have worked outside of the Web 2.0 framework, several initiatives are beginning to use Web 2.0 to share and collaborate on decision support content. We present case studies of three efforts: the Clinfowiki, a world-accessible wiki for developing decision support content; Partners Healthcare eRooms, web-based tools for developing decision support within a single organization; and Epic Systems Corporation's Community Library, a repository for sharing decision support content for customers of a single clinical system vendor. We evaluate the potential of Web 2.0 technologies to enable collaborative development and sharing of clinical decision support systems through the lens of three case studies; analyzing technical, legal and organizational issues for developers, consumers and organizers of clinical decision support content in Web 2.0. We believe the case for Web 2.0 as a tool for collaborating on clinical decision support content appears strong, particularly for collaborative content development within an organization.

An Empirical Study of Instructor Adoption of Web-Based Learning Systems

ERIC Educational Resources Information Center

Wang, Wei-Tsong; Wang, Chun-Chieh

2009-01-01

For years, web-based learning systems have been widely employed in both educational and non-educational institutions. Although web-based learning systems are emerging as a useful tool for facilitating teaching and learning activities, the number of users is not increasing as fast as expected. This study develops an integrated model of instructor…

Web-Based Learning Programs: Use by Learners with Various Cognitive Styles

ERIC Educational Resources Information Center

Chen, Ling-Hsiu

2010-01-01

To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners' browsing data recorded in the log file to identify how learners' cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also…

Web based collaborative decision making in flood risk management

NASA Astrophysics Data System (ADS)

Evers, Mariele; Almoradie, Adrian; Jonoski, Andreja

2014-05-01

Stakeholder participation in the development of flood risk management (FRM) plans is essential since stakeholders often have a better understanding or knowledge of the potentials and limitation of their local area. Moreover, a participatory approach also creates trust amongst stakeholders, leading to a successful implementation of measures. Stakeholder participation however has its challenges and potential pitfalls that could lead to its premature termination. Such challenges and pitfalls are the limitation of financial resources, stakeholders' spatial distribution and their interest to participate. Different type of participation in FRM may encounter diverse challenges. These types of participation in FRM can be classified into (1) Information and knowledge sharing (IKS), (2) Consultative participation (CP) or (3) Collaborative decision making (CDM)- the most challenging type of participation. An innovative approach to address these challenges and potential pitfalls is a web-based mobile or computer-aided environment for stakeholder participation. This enhances the remote interaction between participating entities such as stakeholders. This paper presents a developed framework and an implementation of CDM web based environment for the Alster catchment (Hamburg, Germany) and Cranbrook catchment (London, UK). The CDM framework consists of two main stages: (1) Collaborative modelling and (2) Participatory decision making. This paper also highlights the stakeholder analyses, modelling approach and application of General Public License (GPL) technologies in developing the web-based environments. Actual test and evaluation of the environments was through series of stakeholders workshops. The overall results based from stakeholders' evaluation shows that web-based environments can address the challenges and potential pitfalls in stakeholder participation and it enhances participation in flood risk management. The web-based environment was developed within the DIANE-CM project (Decentralised Integrated Analysis and Enhancement of Awareness through Collaborative Modelling and Management of Flood Risk) of the 2nd ERANET CRUE funding initiative.

Feasibility Study for Ballet E-Learning: Automatic Composition System for Ballet "Enchainement" with Online 3D Motion Data Archive

ERIC Educational Resources Information Center

Umino, Bin; Longstaff, Jeffrey Scott; Soga, Asako

2009-01-01

This paper reports on "Web3D dance composer" for ballet e-learning. Elementary "petit allegro" ballet steps were enumerated in collaboration with ballet teachers, digitally acquired through 3D motion capture systems, and categorised into families and sub-families. Digital data was manipulated into virtual reality modelling language (VRML) and fit…

Teaching Knowledge Management by Combining Wikis and Screen Capture Videos

ERIC Educational Resources Information Center

Makkonen, Pekka; Siakas, Kerstin; Vaidya, Shakespeare

2011-01-01

Purpose: This paper aims to report on the design and creation of a knowledge management course aimed at facilitating student creation and use of social interactive learning tools for enhanced learning. Design/methodology/approach: The era of social media and web 2.0 has enabled a bottom-up collaborative approach and new ways to publish work on the…

TOPSAN: a dynamic web database for structural genomics.

PubMed

Ellrott, Kyle; Zmasek, Christian M; Weekes, Dana; Sri Krishna, S; Bakolitsa, Constantina; Godzik, Adam; Wooley, John

2011-01-01

The Open Protein Structure Annotation Network (TOPSAN) is a web-based collaboration platform for exploring and annotating structures determined by structural genomics efforts. Characterization of those structures presents a challenge since the majority of the proteins themselves have not yet been characterized. Responding to this challenge, the TOPSAN platform facilitates collaborative annotation and investigation via a user-friendly web-based interface pre-populated with automatically generated information. Semantic web technologies expand and enrich TOPSAN's content through links to larger sets of related databases, and thus, enable data integration from disparate sources and data mining via conventional query languages. TOPSAN can be found at http://www.topsan.org.

Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest and Participation in Learning Communication

NASA Astrophysics Data System (ADS)

Dohn, Niels Bonderup; Dohn, Nina Bonderup

2017-12-01

The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students' lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.

Proceedings of N.A.Web 2001: The International North America Web-Based Learning Conference (7th, Fredericton, New Brunswick, Canada, October 13-16, 2001).

ERIC Educational Resources Information Center

Ellis, Allan, Ed.; Hall, Rik, Ed.; Li, Jeni, Ed.

NAWeb 2001, the International North America Web-Based Learning Conference, focused on innovative and practical uses of the World Wide Web in teaching and learning. This proceedings contains the following papers: (1) "Roles of Parties Involved in Distance Learning" (Ahlam Al-Bassam, Peter Neubert, Ali Al-Shammari); (2) "The World…

Supporting a Course in New Literacies and Skills for Linguists with a Virtual Learning Environment. Results from a Staff/Student Collaborative Action-Research Project at Coventry University

ERIC Educational Resources Information Center

Orsini-Jones, Marina

2004-01-01

This paper reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of the Virtual Learning Environment (VLE) WebCT, i.e. a new module (course): "Academic and Professional Skills for Language Learning". The project was carried out…

Enhancing Online Collaborative Argumentation through Question Elaboration and Goal Instructions

ERIC Educational Resources Information Center

Golanics, J. D.; Nussbaum, E. M.

2008-01-01

Computer-supported collaborative argumentation can improve understanding and problem-solving skills. This study uses WebCT to explore the improvement of argumentation in asynchronous, web-based discussions through goal instructions, which are statements at the end of a discussion prompt indicating what students should achieve. In a previous study…

Mendeley: Creating Communities of Scholarly Inquiry through Research Collaboration

ERIC Educational Resources Information Center

Zaugg, Holt; West, Richard E.; Tateishi, Isaku; Randall, Daniel L.

2010-01-01

Mendeley is a free, web-based tool for organizing research citations and annotating their accompanying PDF articles. Adapting Web 2.0 principles for academic scholarship, Mendeley integrates the management of the research articles with features for collaborating with researchers locally and worldwide. In this article the features of Mendeley are…

Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

ERIC Educational Resources Information Center

Jeong, Heisawn; Hmelo-Silver, Cindy E.

2016-01-01

This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

Web Enhanced Learning and Student Awareness of Strategy Use.

ERIC Educational Resources Information Center

Crozier, Jane

This study continues the research into Web-based learning by examining a mid-level Web-based learning environment as a support for an informal learning experience. The informal learning situation was a group of undergraduate students that were Fellows in the Honors program and who served as the selection committee for the finalists of a global…

When Collaborative Learning Meets Nature: Collaborative Learning as a Meaningful Learning Tool in the Ecology Inquiry Based Project

ERIC Educational Resources Information Center

Rozenszayn, Ronit; Assaraf, Orit Ben-Zvi

2011-01-01

This research suggests utilizing collaborative learning among high school students for better performance on ecology inquiry-based projects. A case study of nine 12th grade students who participated in collaborative learning sessions in the open field and in class is examined. The results show that the students concentrated on discussing the…

WebMedSA: a web-based framework for segmenting and annotating medical images using biomedical ontologies

NASA Astrophysics Data System (ADS)

Vega, Francisco; Pérez, Wilson; Tello, Andrés.; Saquicela, Victor; Espinoza, Mauricio; Solano-Quinde, Lizandro; Vidal, Maria-Esther; La Cruz, Alexandra

2015-12-01

Advances in medical imaging have fostered medical diagnosis based on digital images. Consequently, the number of studies by medical images diagnosis increases, thus, collaborative work and tele-radiology systems are required to effectively scale up to this diagnosis trend. We tackle the problem of the collaborative access of medical images, and present WebMedSA, a framework to manage large datasets of medical images. WebMedSA relies on a PACS and supports the ontological annotation, as well as segmentation and visualization of the images based on their semantic description. Ontological annotations can be performed directly on the volumetric image or at different image planes (e.g., axial, coronal, or sagittal); furthermore, annotations can be complemented after applying a segmentation technique. WebMedSA is based on three main steps: (1) RDF-ization process for extracting, anonymizing, and serializing metadata comprised in DICOM medical images into RDF/XML; (2) Integration of different biomedical ontologies (using L-MOM library), making this approach ontology independent; and (3) segmentation and visualization of annotated data which is further used to generate new annotations according to expert knowledge, and validation. Initial user evaluations suggest that WebMedSA facilitates the exchange of knowledge between radiologists, and provides the basis for collaborative work among them.

Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach.

PubMed

Hoffmann, Michael; Borenstein, Jason

2014-03-01

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE's insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called "AGORA-net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills.

Web 2.0 collaboration tool to support student research in hydrology - an opinion

NASA Astrophysics Data System (ADS)

Pathirana, A.; Gersonius, B.; Radhakrishnan, M.

2012-08-01

A growing body of evidence suggests that it is unwise to make the a-priori assumption that university students are ready and eager to embrace modern online technologies employed to enhance the educational experience. We present our opinion on employing Wiki, a popular Web 2.0 technology, in small student groups, based on a case-study of using it customized to work as a personal learning environment (PLE1) (Fiedler and Väljataga, 2011) for supporting thesis research in hydrology. Since inception in 2006, the system presented has proven to facilitate knowledge construction and peer-communication within and across groups of students of different academic years and to stimulate learning. Being an open ended and egalitarian system, it was a minimal burden to maintain, as all students became content authors and shared responsibility. A number of unintended uses of the system were also observed, like using it as a backup medium and mobile storage. We attribute the success and sustainability of the proposed Web 2.0-based approach to the fact that the efforts were not limited to the application of the technology, but comprised the creation of a supporting environment with educational activities organized around it. We propose that Wiki-based PLEs are much more suitable than traditional learning management systems for supporting non-classroom education activities like thesis research in hydrology. 1Here we use the term PLE to refer to the conceptual framework to make the process of knowledge construction a personalized experience - rather than to refer to the technology (in this case Wiki) used to attempt implementing such a system.

Arctic Logistics Information and Support: ALIAS

NASA Astrophysics Data System (ADS)

Warnick, W. K.

2004-12-01

The ALIAS web site is a gateway to logistics information for arctic research, funded by the U.S. National Science Foundation, and created and maintained by the Arctic Research Consortium of the United States (ARCUS). ALIAS supports the collaborative development and efficient use of all arctic logistics resources. It presents information from a searchable database, including both arctic terrestrial resources and arctic-capable research vessels, on a circumpolar scale. With this encompassing scope, ALIAS is uniquely valuable as a tool to promote and facilitate international collaboration between researchers, which is of increasing importance for vessel-based research due to the high cost and limited number of platforms. Users of the web site can identify vessels which are potential platforms for their research, examine and compare vessel specifications and facilities, learn about research cruises the vessel has performed in the past, and find contact information for scientists who have used the vessel, as well as for the owners and operators of the vessel. The purpose of this poster presentation is to inform the scientific community about the ALIAS website as a tool for planning arctic research generally, and particularly for identifying and contacting vessels which may be suitable for planned ship-based research projects in arctic seas.

Selected Styles in Web-Based Educational Research

ERIC Educational Resources Information Center

Mann, Bruce, Ed.

2006-01-01

"Selected Styles in Web-Based Educational Research" is concerned with the most common research styles in Web-based teaching or learning. It is intended for practitioners, educators and students, who wish to learn how to conduct research in online teaching and learning, and helps define style in educational research methodology. To…

A Web-Based Learning System for Software Test Professionals

ERIC Educational Resources Information Center

Wang, Minhong; Jia, Haiyang; Sugumaran, V.; Ran, Weijia; Liao, Jian

2011-01-01

Fierce competition, globalization, and technology innovation have forced software companies to search for new ways to improve competitive advantage. Web-based learning is increasingly being used by software companies as an emergent approach for enhancing the skills of knowledge workers. However, the current practice of Web-based learning is…

Development of a WebQuest as instructional material in teaching biodiversity for grade 8 learners

NASA Astrophysics Data System (ADS)

Genovia, Jerson A.; Eslit, April Rose C.; Tamse, Agnes Lera G.; Barquilla, Manuel B.

2018-01-01

WebQuest is an inquiry-based learning activity that allows students to learn the lesson using the information provided in the internet resources. The study aimed to develop and implement the WebQuest on Biodiversity. Primarily, this research determines the students' performances in the achievement test after WebQuest was implemented to them. Secondly, it is also to investigate on their attitudes towards Biology before and after the activity as well as the level of development of their 21st Century Skills. This research utilized Quasi-experimental Non-randomized One Group Pretest/Posttest Design. The developed WebQuest that is based from the K-12 curriculum competencies were evaluated by selected experts in the Content (2), Pedagogy (2) and ICT (2) to assess the said activity in terms of content, pedagogy and ICT effects. It was then implemented in an intact group of grade 8 students. Findings revealed that the developed WebQuest was rated "Excellent" for Content, Pedagogy and TCT effects. After utilizing the WebQuest activity on Biodiversity, students acquired more knowledge on the topic shows by the mean difference of 2.42, which is highly significant based on t-test result. The overall students' attitude towards Biology as a subject changed positively after they did the activity due to novelty effects and the WebQuest itself with the mean difference of 0.46. Moreover, results shows that the students can developed 21st century skills considering that the Likert scale survey was given only to the students after the activity. Based on the result, 97% of total responses favored to have developed Critical Thinking skills, 98% on Collaboration skills, 97% on Creativity and Innovative skills, 94% on Communication skills, 97% on Self-Decision skills, and 97% on ICT skills. The concentration of percentage of responses differed in two classes because Class A was composed of highlyselected students who underwent an entrance examination upon admission in school and Class B, a highly-generalized students whom have not taken an entrance examination. Respondents in Class A developed those skills mostly in ModerateHigh compared to Class B which developed those skills in Moderate -Slightly High level. In addition, students perceived the said activity as favorable based on the result in the self-assessment procedure. The WebQuest activity also helped them develop their creativity in coming up with the expected learning outputs. Despite the limited supply of personal computer, most of the respondents performed well in the written report, slides and video presentations which majority of the groups' outputs were rated as "Very good". This study recommends that each learner should be provided with personal computer while learning through WebQuest. The administration of pretest in the evaluation for 21st Century skills development so that a higher attitude difference towards Biology will be manifested and to compare the changes of skills development among learners before and after the activity.

The Effect of Teaching Methods and Learning Style on Learning Program Design in Web-Based Education Systems

ERIC Educational Resources Information Center

Hung, Yen-Chu

2012-01-01

The instructional value of web-based education systems has been an important area of research in information systems education. This study investigates the effect of various teaching methods on program design learning for students with specific learning styles in web-based education systems. The study takes first-year Computer Science and…

Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-Based Learning

ERIC Educational Resources Information Center

Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C.

2006-01-01

The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three…

Building a semi-automatic ontology learning and construction system for geosciences

NASA Astrophysics Data System (ADS)

Babaie, H. A.; Sunderraman, R.; Zhu, Y.

2013-12-01

We are developing an ontology learning and construction framework that allows continuous, semi-automatic knowledge extraction, verification, validation, and maintenance by potentially a very large group of collaborating domain experts in any geosciences field. The system brings geoscientists from the side-lines to the center stage of ontology building, allowing them to collaboratively construct and enrich new ontologies, and merge, align, and integrate existing ontologies and tools. These constantly evolving ontologies can more effectively address community's interests, purposes, tools, and change. The goal is to minimize the cost and time of building ontologies, and maximize the quality, usability, and adoption of ontologies by the community. Our system will be a domain-independent ontology learning framework that applies natural language processing, allowing users to enter their ontology in a semi-structured form, and a combined Semantic Web and Social Web approach that lets direct participation of geoscientists who have no skill in the design and development of their domain ontologies. A controlled natural language (CNL) interface and an integrated authoring and editing tool automatically convert syntactically correct CNL text into formal OWL constructs. The WebProtege-based system will allow a potentially large group of geoscientists, from multiple domains, to crowd source and participate in the structuring of their knowledge model by sharing their knowledge through critiquing, testing, verifying, adopting, and updating of the concept models (ontologies). We will use cloud storage for all data and knowledge base components of the system, such as users, domain ontologies, discussion forums, and semantic wikis that can be accessed and queried by geoscientists in each domain. We will use NoSQL databases such as MongoDB as a service in the cloud environment. MongoDB uses the lightweight JSON format, which makes it convenient and easy to build Web applications using just HTML5 and Javascript, thereby avoiding cumbersome server side coding present in the traditional approaches. The JSON format used in MongoDB is also suitable for storing and querying RDF data. We will store the domain ontologies and associated linked data in JSON/RDF formats. Our Web interface will be built upon the open source and configurable WebProtege ontology editor. We will develop a simplified mobile version of our user interface which will automatically detect the hosting device and adjust the user interface layout to accommodate different screen sizes. We will also use the Semantic Media Wiki that allows the user to store and query the data within the wiki pages. By using HTML 5, JavaScript, and WebGL, we aim to create an interactive, dynamic, and multi-dimensional user interface that presents various geosciences data sets in a natural and intuitive way.

The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning.

PubMed

Kourdioukova, Elena V; Verstraete, Koenraad L; Valcke, Martin

2011-06-01

The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Designing instruction to support mechanical reasoning: Three alternatives in the simple machines learning environment

NASA Astrophysics Data System (ADS)

McKenna, Ann Frances

2001-07-01

Creating a classroom environment that fosters a productive learning experience and engages students in the learning process is a complex endeavor. A classroom environment is dynamic and requires a unique synergy among students, teacher, classroom artifacts and events to achieve robust understanding and knowledge integration. This dissertation addresses this complex issue by developing, implementing, and investigating the simple machines learning environment (SIMALE) to support students' mechanical reasoning and understanding. SIMALE was designed to support reflection, collaborative learning, and to engage students in generative learning through multiple representations of concepts and successive experimentation and design activities. Two key components of SIMALE are an original web-based software tool and hands-on Lego activities. A research study consisting of three treatment groups was created to investigate the benefits of hands-on and web-based computer activities on students' analytic problem solving ability, drawing/modeling ability, and conceptual understanding. The study was conducted with two populations of students that represent a diverse group with respect to gender, ethnicity, academic achievement and social/economic status. One population of students in this dissertation study participated from the Mathematics, Engineering, and Science Achievement (MESA) program that serves minorities and under-represented groups in science and mathematics. The second group was recruited from the Academic Talent Development Program (ATDP) that is an academically competitive outreach program offered through the University of California at Berkeley. Results from this dissertation show success of the SIMALE along several dimensions. First, students in both populations achieved significant gains in analytic problem solving ability, drawing/modeling ability, and conceptual understanding. Second, significant differences that were found on pre-test measures were eliminated on post-test measures. Specifically, female students scored significantly lower than males on the overall pre-tests but scored as well as males on the same post-test measures. MESA students also scored significantly lower than ATDP students on pre-test measures but both populations scored equally well on the post-tests. This dissertation has therefore shown the SIMALE to support a collaborative, reflective, and generative learning environment. Furthermore, the SIMALE clearly contributes to students' mechanical reasoning and understanding of simple machines concepts for a diverse population of students.

Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

ERIC Educational Resources Information Center

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-01-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…

A Pilot Study: Facilitating Cross-Cultural Understanding with Project-Based Collaborative Learning in an Online Environment

ERIC Educational Resources Information Center

Shadiev, Rustam; Hwang, Wu-Yuin; Huang, Yueh-Min

2015-01-01

This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach…

Empirical analysis of web-based user-object bipartite networks

NASA Astrophysics Data System (ADS)

Shang, Ming-Sheng; Lü, Linyuan; Zhang, Yi-Cheng; Zhou, Tao

2010-05-01

Understanding the structure and evolution of web-based user-object networks is a significant task since they play a crucial role in e-commerce nowadays. This letter reports the empirical analysis on two large-scale web sites, audioscrobbler.com and del.icio.us, where users are connected with music groups and bookmarks, respectively. The degree distributions and degree-degree correlations for both users and objects are reported. We propose a new index, named collaborative similarity, to quantify the diversity of tastes based on the collaborative selection. Accordingly, the correlation between degree and selection diversity is investigated. We report some novel phenomena well characterizing the selection mechanism of web users and outline the relevance of these phenomena to the information recommendation problem.

Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Enhance Computing Skills of Taiwan's Vocational Students: A Quasi-Experimental Study of a Short-Term Module

ERIC Educational Resources Information Center

Shen, Pei-Di; Lee, Tsang-Hsiung; Tsai, Chia-Wen

2007-01-01

Contrary to conventional expectations, the reality of computing education in Taiwan's vocational schools is not so practically oriented, and thus reveals much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based problem-based learning (PBL), web-based self-regulated learning (SRL), and…

Virtual Sensor Web Architecture

NASA Astrophysics Data System (ADS)

Bose, P.; Zimdars, A.; Hurlburt, N.; Doug, S.

2006-12-01

NASA envisions the development of smart sensor webs, intelligent and integrated observation network that harness distributed sensing assets, their associated continuous and complex data sets, and predictive observation processing mechanisms for timely, collaborative hazard mitigation and enhanced science productivity and reliability. This paper presents Virtual Sensor Web Infrastructure for Collaborative Science (VSICS) Architecture for sustained coordination of (numerical and distributed) model-based processing, closed-loop resource allocation, and observation planning. VSICS's key ideas include i) rich descriptions of sensors as services based on semantic markup languages like OWL and SensorML; ii) service-oriented workflow composition and repair for simple and ensemble models; event-driven workflow execution based on event-based and distributed workflow management mechanisms; and iii) development of autonomous model interaction management capabilities providing closed-loop control of collection resources driven by competing targeted observation needs. We present results from initial work on collaborative science processing involving distributed services (COSEC framework) that is being extended to create VSICS.

PBL and beyond: trends in collaborative learning.

PubMed

Pluta, William J; Richards, Boyd F; Mutnick, Andrew

2013-01-01

Building upon the disruption to lecture-based methods triggered by the introduction of problem-based learning, approaches to promote collaborative learning are becoming increasingly diverse, widespread and generally well accepted within medical education. Examples of relatively new, structured collaborative learning methods include team-based learning and just-in-time teaching. Examples of less structured approaches include think-pair share, case discussions, and the flipped classroom. It is now common practice in medical education to employ a range of instructional approaches to support collaborative learning. We believe that the adoption of such approaches is entering a new and challenging era. We define collaborate learning by drawing on the broader literature, including Chi's ICAP framework that emphasizes the importance of sustained, interactive explanation and elaboration by learners. We distinguish collaborate learning from constructive, active, and passive learning and provide preliminary evidence documenting the growth of methods that support collaborative learning. We argue that the rate of adoption of collaborative learning methods will accelerate due to a growing emphasis on the development of team competencies and the increasing availability of digital media. At the same time, the adoption collaborative learning strategies face persistent challenges, stemming from an overdependence on comparative-effectiveness research and a lack of useful guidelines about how best to adapt collaborative learning methods to given learning contexts. The medical education community has struggled to consistently demonstrate superior outcomes when using collaborative learning methods and strategies. Despite this, support for their use will continue to expand. To select approaches with the greatest utility, instructors must carefully align conditions of the learning context with the learning approaches under consideration. Further, it is critical that modifications are made with caution and that instructors verify that modifications do not impede the desired cognitive activities needed to support meaningful collaborative learning.

Student Characteristics, Sense of Community, and Cognitive Achievement in Web-Based and Lab-Based Learning Environments

ERIC Educational Resources Information Center

Overbaugh, Richard C.; Lin, ShinYi

2006-01-01

This study investigated differential effects of learning styles and learning orientation on sense of community and cognitive achievement in Web-based and lab-based university course formats. Students in the Web-based sections achieved higher scores at the "remember" and "understand" levels, but not at the "apply" or "analyze" levels. In terms of…

Online Learning: A Comparison of Web-Based and Land-Based Courses

ERIC Educational Resources Information Center

Brown, Joy L. M.

2012-01-01

Distance learning has become more popular in recent years. Due to concern about the quality of web-based courses, the purpose of this study was to explore the differences in web-based versus land-based courses. In this study, the researcher compares web-based and land-based education courses to explore the strengths and weaknesses of each type of…

Learning from WebQuests

NASA Astrophysics Data System (ADS)

Gaskill, Martonia; McNulty, Anastasia; Brooks, David W.

2006-04-01

WebQuests are activities in which students use Web resources to learn about school topics. WebQuests are advocated as constructivist activities and ones generally well regarded by students. Two experiments were conducted in school settings to compare learning using WebQuests versus conventional instruction. Students and teachers both enjoyed WebQuest instruction and spoke highly of it. In one experiment, however, conventional instruction led to significantly greater student learning. In the other, there were no significant differences in the learning outcomes between conventional versus WebQuest-based instruction.

Peer review in design: Understanding the impact of collaboration on the review process and student perception

NASA Astrophysics Data System (ADS)

Mandala, Mahender Arjun

A cornerstone of design and design education is frequent situated feedback. With increasing class sizes, and shrinking financial and human resources, providing rich feedback to students becomes increasingly difficult. In the field of writing, web-based peer review--the process of utilizing equal status learners within a class to provide feedback to each other on their work using networked computing systems--has been shown to be a reliable and valid source of feedback in addition to improving student learning. Designers communicate in myriad ways, using the many languages of design and combining visual and descriptive information. This complex discourse of design intent makes peer reviews by design students ambiguous and often not helpful to the receivers of this feedback. Furthermore, engaging students in the review process itself is often difficult. Teams can complement individual diversity and may assist novice designers collectively resolve complex task. However, teams often incur production losses and may be impacted by individual biases. In the current work, we look at utilizing a collaborative team of reviewers, working collectively and synchronously, in generating web based peer reviews in a sophomore engineering design class. Students participated in a cross-over design, conducting peer reviews as individuals and collaborative teams in parallel sequences. Raters coded the feedback generated on the basis of their appropriateness and accuracy. Self-report surveys and passive observation of teams conducting reviews captured student opinion on the process, its value, and the contrasting experience they had conducting team and individual reviews. We found team reviews generated better quality feedback in comparison to individual reviews. Furthermore, students preferred conducting reviews in teams, finding the process 'fun' and engaging. We observed several learning benefits of using collaboration in reviewing including improved understanding of the assessment criteria, roles, expectations, and increased team reflection. These results provide insight into how to improve the review process for instructors and researchers, and forms a basis for future research work in this area. With respect to facilitating peer review process in design based classrooms, we also present recommendations for creating effective review system design and implementation in classroom supported by research and practical experience.

Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training

PubMed Central

Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

2015-01-01

Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice. PMID:26788056

Web-Based Learning for Emergency Airway Management in Anesthesia Residency Training.

PubMed

Hindle, Ada; Cheng, Ji; Thabane, Lehana; Wong, Anne

2015-01-01

Introduction. Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods. Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results. Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions. Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.

Nurses' Internet self-efficacy and attitudes toward web-based continuing learning.

PubMed

Liang, Jyh-Chong; Wu, Szu-Hsien; Tsai, Chin-Chung

2011-11-01

There are increasing opportunities for nurses to engage in continuing learning via the Internet; hence, it is important to explore nurses' attitudes toward web-based continuing learning. This paper explores 267 Taiwanese clinical nurses' attitudes toward web-based continuing learning. In addition, the role of the nurses' Internet self-efficacy in their attitudes is investigated. This study utilizes two questionnaires to respectively survey the nurses' Internet self-efficacy and their attitudes toward web-based continuing learning. In particular, the Internet Self-efficacy Survey includes two scales: 'Basic self-efficacy' (the perceived confidence of using basic Internet functions, such as the confidence in using a web browser or searching for online information) and 'Advanced self-efficacy' (the perceived confidence of using advanced Internet functions, such as the confidence in online discussion or making online payments). Exploratory factor analyses indicated adequate reliability and validity of the two questionnaires. The regression analyses revealed that both nurses' basic and advanced Internet self-efficacy can positively explain the perceived usefulness, ease of use and friendly feeling when using web-based continuing learning environments, whereas nurses' advanced Internet self-efficacy was the only predictor to explain how they intend to use web-based continuing learning environments more. Copyright © 2010 Elsevier Ltd. All rights reserved.

Developing Web-Based Assessment Strategies for Facilitating Junior High School Students to Perform Self-Regulated Learning in an E-Learning Environment

ERIC Educational Resources Information Center

Wang, Tzu-Hua

2011-01-01

This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors…

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Development and Evaluation of Mechatronics Learning System in a Web-Based Environment

ERIC Educational Resources Information Center

Shyr, Wen-Jye

2011-01-01

The development of remote laboratory suitable for the reinforcement of undergraduate level teaching of mechatronics is important. For the reason, a Web-based mechatronics learning system, called the RECOLAB (REmote COntrol LABoratory), for remote learning in engineering education has been developed in this study. The web-based environment is an…

Jazz Up Your Curriculum

ERIC Educational Resources Information Center

Lim, Janine

2010-01-01

In this article, the author describes the Jazz Workshop, a unique blend of collaboration and constructivist learning using videoconferencing and Web 2.0 tools. Each summer it draws about 400 participants--mostly teachers, technology facilitators, teacher librarians, and videoconferencing coordinators--who convene in 20 locations across three…

An Analysis of the Elements of Collaboration Associated with Top Collaborative Tools

DTIC Science & Technology

2010-03-01

lets you access your e-mail, calendar, and files from any web browser anywhere in the world. Web based www.hotoffice.com Noodle Vialect’s (parent...www.taroby.org Yuuguu Yuuguu is an instant screen sharing, web conferencing, remote support, desktop remote control and messaging tool. Client...Office, Noodle , Novlet, Revizr, Taroby, and Yuuguu) received all seven NS ratings (see Table 20 below). The overall ratings for the major elements

Using collaborative technologies in remote lab delivery systems for topics in automation

NASA Astrophysics Data System (ADS)

Ashby, Joe E.

Lab exercises are a pedagogically essential component of engineering and technology education. Distance education remote labs are being developed which enable students to access lab facilities via the Internet. Collaboration, students working in teams, enhances learning activity through the development of communication skills, sharing observations and problem solving. Web meeting communication tools are currently used in remote labs. The problem identified for investigation was that no standards of practice or paradigms exist to guide remote lab designers in the selection of collaboration tools that best support learning achievement. The goal of this work was to add to the body of knowledge involving the selection and use of remote lab collaboration tools. Experimental research was conducted where the participants were randomly assigned to three communication treatments and learning achievement was measured via assessments at the completion of each of six remote lab based lessons. Quantitative instruments used for assessing learning achievement were implemented, along with a survey to correlate user preference with collaboration treatments. A total of 53 undergraduate technology students worked in two-person teams, where each team was assigned one of the treatments, namely (a) text messaging chat, (b) voice chat, or (c) webcam video with voice chat. Each had little experience with the subject matter involving automation, but possessed the necessary technical background. Analysis of the assessment score data included mean and standard deviation, confirmation of the homogeneity of variance, a one-way ANOVA test and post hoc comparisons. The quantitative and qualitative data indicated that text messaging chat negatively impacted learning achievement and that text messaging chat was not preferred. The data also suggested that the subjects were equally divided on preference to voice chat verses webcam video with voice chat. To the end of designing collaborative communication tools for remote labs involving automation equipment, the results of this work points to making voice chat the default method of communication; but the webcam video with voice chat option should be included. Standards are only beginning to be developed for the design of remote lab systems. Research, design and innovation involving collaboration and presence should be included.

Collaborative Tasks in Web Conferencing: A Case Study on Chinese Online

ERIC Educational Resources Information Center

Guo, Sijia; Möllering, Martina

2017-01-01

This case study aimed to explore best practice in applying task-based language teaching (TBLT) via a Web-conferencing tool, Blackboard Collaborate, in a beginners' online Chinese course by evaluating the pedagogical values and limitations of the software and the tasks designed. Chapelle's (2001) criteria for computer-assisted language learning…

Evaluate Wiki Technology as e-Learning Tool from the Point View of Al-Baha University Students: A Pilot Study with Undergraduate Students in Both Faculties of Science and Education

ERIC Educational Resources Information Center

Alzahrani, Ibraheem

2012-01-01

Wikis technologies are one of Web 2.0 applications that can be used to improve the learning method and to engage students in learning with others in a collaborative environment. This paper investigates the potential use of wiki technology in Al-Baha University through students' perceptions; the study seeks to answer the main question. How to…

Expert system for web based collaborative CAE

NASA Astrophysics Data System (ADS)

Hou, Liang; Lin, Zusheng

2006-11-01

An expert system for web based collaborative CAE was developed based on knowledge engineering, relational database and commercial FEA (Finite element analysis) software. The architecture of the system was illustrated. In this system, the experts' experiences, theories and typical examples and other related knowledge, which will be used in the stage of pre-process in FEA, were categorized into analysis process and object knowledge. Then, the integrated knowledge model based on object-oriented method and rule based method was described. The integrated reasoning process based on CBR (case based reasoning) and rule based reasoning was presented. Finally, the analysis process of this expert system in web based CAE application was illustrated, and an analysis example of a machine tool's column was illustrated to prove the validity of the system.

Piloting an information literacy program for staff nurses: lessons learned.

PubMed

Rosenfeld, Peri; Salazar-Riera, Noraliza; Vieira, Dorice

2002-01-01

Intrinsic to all models of evidence-based practice is the need for information literacy and the critical assessment of information. As part of a house-wide evidence-based practice initiative, the objective of this pilot project was to develop the information literacy skills of staff nurses to increase their ability to find and assess available electronic resources for clinical decision making. An intensive care unit was chosen to pilot a unit-based approach to educate staff nurses to perform patient care-related electronic literature searches. An additional goal was to determine the effectiveness of unit-based training sessions on the frequency and quality of electronic literature searches by participating nurses. In addition to the unit-based instruction, nursing and library staff collaborated to develop a Web-based tutorial to supplement and reinforce the content of the training sessions. A pretest-post-test design was used to evaluate the initiative and to assess the effect of the educational intervention over time. Among the lessons learned from this pilot study was that unit-based instruction presents significant obstacles for effective learning of new technological skills for staff nurses.

Visual interaction: models, systems, prototypes. The Pictorial Computing Laboratory at the University of Rome La Sapienza.

PubMed

Bottoni, Paolo; Cinque, Luigi; De Marsico, Maria; Levialdi, Stefano; Panizzi, Emanuele

2006-06-01

This paper reports on the research activities performed by the Pictorial Computing Laboratory at the University of Rome, La Sapienza, during the last 5 years. Such work, essentially is based on the study of humancomputer interaction, spans from metamodels of interaction down to prototypes of interactive systems for both synchronous multimedia communication and groupwork, annotation systems for web pages, also encompassing theoretical and practical issues of visual languages and environments also including pattern recognition algorithms. Some applications are also considered like e-learning and collaborative work.

Common ground: the HealthWeb project as a model for Internet collaboration.

PubMed Central

Redman, P M; Kelly, J A; Albright, E D; Anderson, P F; Mulder, C; Schnell, E H

1997-01-01

The establishment of the HealthWeb project by twelve health sciences libraries provides a collaborative means of organizing and enhancing access to Internet resources for the international health sciences community. The project is based on the idea that the Internet is common ground for all libraries and that through collaboration a more comprehensive, robust, and long-lasting information product can be maintained. The participants include more than seventy librarians from the health sciences libraries of the Committee on Institutional Cooperation (CIC), an academic consortium of twelve major research universities. The Greater Midwest Region of the National Network of Libraries of Medicine serves as a cosponsor. HealthWeb is an information resource that provides access to evaluated, annotated Internet resources via the World Wide Web. The project vision as well as the progress reported on its implementation may serve as a model for other collaborative Internet projects. PMID:9431420

A Web-Based Framework For a Time-Domain Warehouse

NASA Astrophysics Data System (ADS)

Brewer, J. M.; Bloom, J. S.; Kennedy, R.; Starr, D. L.

2009-09-01

The Berkeley Transients Classification Pipeline (TCP) uses a machine-learning classifier to automatically categorize transients from large data torrents and provide automated notification of astronomical events of scientific interest. As part of the training process, we created a large warehouse of light-curve sources with well-labelled classes that serve as priors to the classification engine. This web-based interactive framework, which we are now making public via DotAstro.org (http://dotastro.org/), allows us to ingest time-variable source data in a wide variety of formats and store it in a common internal data model. Data is passed between pipeline modules in a prototype XML representation of time-series format (VOTimeseries), which can also be emitted to collaborators through dotastro.org. After import, the sources can be visualized using Google Sky, light curves can be inspected interactively, and classifications can be manually adjusted.

Disaster Research Team Building: A Case Study of a Web-based Disaster Research Training Program.

PubMed

Beaton, Randal D; Johnson, L Clark; Maida, Carl A; Houston, J Brian; Pfefferbaum, Betty

2012-11-19

This case study describes the process and outcomes of the Northwest Center for Public Health Practice Child and Family Disaster Research Training (UWDRT) Program housed at the University of Washington, which used web-based distance learning technology. The purposes of this program were to provide training and to establish a regional cadre of researchers and clinicians; to increase disaster mental health research capacity and collaboration; and to improve the scientific rigor of research investigations of disaster mental health in children and families. Despite a number of obstacles encountered in development and implementation, outcomes of this program included increased team member awareness and knowledge of child and family disaster mental health issues; improved disaster and public health instruction and training independent of the UWDRT program; informed local and state disaster response preparedness and response; and contributions to the child and family disaster mental health research literature.

A web-based online collaboration platform for formulating engineering design projects

NASA Astrophysics Data System (ADS)

Varikuti, Sainath

Effective communication and collaboration among students, faculty and industrial sponsors play a vital role while formulating and solving engineering design projects. With the advent in the web technology, online platforms and systems have been proposed to facilitate interactions and collaboration among different stakeholders in the context of senior design projects. However, there are noticeable gaps in the literature with respect to understanding the effects of online collaboration platforms for formulating engineering design projects. Most of the existing literature is focused on exploring the utility of online platforms on activities after the problem is defined and teams are formed. Also, there is a lack of mechanisms and tools to guide the project formation phase in senior design projects, which makes it challenging for students and faculty to collaboratively develop and refine project ideas and to establish appropriate teams. In this thesis a web-based online collaboration platform is designed and implemented to share, discuss and obtain feedback on project ideas and to facilitate collaboration among students and faculty prior to the start of the semester. The goal of this thesis is to understand the impact of an online collaboration platform for formulating engineering design projects, and how a web-based online collaboration platform affects the amount of interactions among stakeholders during the early phases of design process. A survey measuring the amount of interactions among students and faculty is administered. Initial findings show a marked improvement in the students' ability to share project ideas and form teams with other students and faculty. Students found the online platform simple to use. The suggestions for improving the tool generally included features that were not necessarily design specific, indicating that the underlying concept of this collaborative platform provides a strong basis and can be extended for future online platforms. Although the platform was designed to promote collaboration, adoption of the collaborative platform by students and faculty has been slow. While the platform appears to be very useful for collaboration, more time is required for it to be widely used by all the stakeholders and to fully convert from email communication to the use of the online collaboration platform.

Assessing the effect of cognitive styles with different learning modes on learning outcome.

PubMed

Liao, Chechen; Chuang, Shu-Hui

2007-08-01

In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.

Nurses' Motivations for Web-Based Learning and the Role of Internet Self-Efficacy

ERIC Educational Resources Information Center

Liang, Jyh-Chong; Wu, Szu-Hsien

2010-01-01

The purpose of this study was to investigate clinical nurses' Internet self-efficacy and motivations toward Web-based learning. The sample consisted of 256 volunteer nurses from one selected medical centre in Taiwan. This study used the Internet Self-efficacy Survey (ISS) and the Motivations about Web-based Continuing Learning Survey (MWCL) for…

Meaningful Learning from Practice: Web-Based Video in Professional Preparation Programmes in University

ERIC Educational Resources Information Center

Admiraal, Wilfried

2014-01-01

Web-based video is one of the technologies which can support meaningful learning from practice--in addition to practical benefits such as accessibility of practices, flexibility in updating information, and incorporating video into multimedia resources. A multiple case study was set up on the use of a web-based video learning environment in two…

Student use of a Learning Management System for group projects: A case study investigating interaction, collaboration, and knowledge construction

NASA Astrophysics Data System (ADS)

Lonn, Steven D.

Web-based Learning Management Systems (LMS) allow instructors and students to share instructional materials, make class announcements, submit and return course assignments, and communicate with each other online. Previous LMS-related research has focused on how these systems deliver and manage instructional content with little concern for how students' constructivist learning can be encouraged and facilitated. This study investigated how students use LMS to interact, collaborate, and construct knowledge within the context of a group project but without mediation by the instructor. The setting for this case study was students' use in one upper-level biology course of the local LMS within the context of a course-related group project, a mock National Institutes of Health grant proposal. Twenty-one groups (82 students) voluntarily elected to use the LMS, representing two-thirds of all students in the course. Students' peer-to-peer messages within the LMS, event logs, online surveys, focus group interviews, and instructor interviews were used in order to answer the study's overarching research question. The results indicate that students successfully used the LMS to interact and, to a significant extent, collaborate, but there was very little evidence of knowledge construction using the LMS technology. It is possible that the ease and availability of face-to-face meetings as well as problems and limitations with the technology were factors that influenced whether students' online basic interaction could be further distinguished as collaboration or knowledge construction. Despite these limitations, students found several tools and functions of the LMS useful for their online peer interaction and completion of their course project. Additionally, LMS designers and implementers are urged to consider previous literature on computer-supported collaborative learning environments in order to better facilitate independent group projects within these systems. Further research is needed to identify the best types of scaffolds and overall technological improvements in order to provide support for online collaboration and knowledge construction.

Ontology-Based Concept Map for Planning a Personalised Learning Path

ERIC Educational Resources Information Center

Chen, Chih-Ming

2009-01-01

Developing personalised web-based learning systems has been an important research issue in e-learning because no fixed learning pathway will be appropriate for all learners. However, most current web-based learning platforms with personalised curriculum sequencing tend to emphasise the learner preferences and interests in relation to personalised…

Using Collaborative Web Technology to Construct the Health Information National Trends Survey (HINTS)

PubMed Central

MOSER, RICHARD P.; BECKJORD, ELLEN BURKE; RUTTEN, LILA J. FINNEY; BLAKE, KELLY; HESSE, BRADFORD W.

2012-01-01

Scientists are taking advantage of web-based technology to work in new collaborative environments, a phenomenon known as Science 2.0. The National Cancer Institute (NCI) created a web-based tool called HINTS-GEM that allows a diverse group of stakeholders to collaborate in a virtual environment by providing input on content for the Health Information National Trends Survey (HINTS). This involved stakeholders providing new suggested content and commenting and rating on existing content. HINTS is a nationally-representative survey of the US non-institutionalized adult population (see Finney Rutten et al. [this journal] for more information about the HINTS program). This paper describes the conceptual development of HINTS-GEM and provides results of its use by stakeholders in creating an improved survey instrument. PMID:23020764

Accountability for Project-Based Collaborative Learning

ERIC Educational Resources Information Center

Jamal, Abu-Hussain; Essawi, Mohammad; Tilchin, Oleg

2014-01-01

One perspective model for the creation of the learning environment and engendering students' thinking development is the Project-Based Collaborative Learning (PBCL) model. This model organizes learning by collaborative performance of various projects. In this paper we describe an approach to enhancing the PBCL model through the creation of…

ICCE/ICCAI 2000 Full & Short Papers (Web-Based Learning).

ERIC Educational Resources Information Center

2000

This document contains full and short papers on World Wide Web-based learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). Topics covered include: design and development of CAL (Computer Assisted Learning) systems; design and development of WBI (Web-Based…

Wiki use in mental health practice: recognizing potential use of collaborative technology.

PubMed

Bastida, Richard; McGrath, Ian; Maude, Phil

2010-04-01

Web 2.0, the second-generation of the World Wide Web, differs to earlier versions of Web development and design in that it facilitates more user-friendly, interactive information sharing and mechanisms for greater collaboration between users. Examples of Web 2.0 include Web-based communities, hosted services, social networking sites, video sharing sites, blogs, mashups, and wikis. Users are able to interact with others across the world or to add to or change website content. This paper examines examples of wiki use in the Australian mental health sector. A wiki can be described as an online collaborative and interactive database that can be easily edited by users. They are accessed via a standard Web browser which has an interface similar to traditional Web pages, thus do not require special application or software for the user. Although there is a paucity of literature describing wiki use in mental health, other industries have developed uses, including a repository of knowledge, a platform for collaborative writing, a project management tool, and an alternative to traditional Web pages or Intranets. This paper discusses the application of wikis in other industries and offers suggestions by way of examples of how this technology could be used in the mental health sector.

Advancing Collaboration through Hydrologic Data and Model Sharing

NASA Astrophysics Data System (ADS)

Tarboton, D. G.; Idaszak, R.; Horsburgh, J. S.; Ames, D. P.; Goodall, J. L.; Band, L. E.; Merwade, V.; Couch, A.; Hooper, R. P.; Maidment, D. R.; Dash, P. K.; Stealey, M.; Yi, H.; Gan, T.; Castronova, A. M.; Miles, B.; Li, Z.; Morsy, M. M.

2015-12-01

HydroShare is an online, collaborative system for open sharing of hydrologic data, analytical tools, and models. It supports the sharing of and collaboration around "resources" which are defined primarily by standardized metadata, content data models for each resource type, and an overarching resource data model based on the Open Archives Initiative's Object Reuse and Exchange (OAI-ORE) standard and a hierarchical file packaging system called "BagIt". HydroShare expands the data sharing capability of the CUAHSI Hydrologic Information System by broadening the classes of data accommodated to include geospatial and multidimensional space-time datasets commonly used in hydrology. HydroShare also includes new capability for sharing models, model components, and analytical tools and will take advantage of emerging social media functionality to enhance information about and collaboration around hydrologic data and models. It also supports web services and server/cloud based computation operating on resources for the execution of hydrologic models and analysis and visualization of hydrologic data. HydroShare uses iRODS as a network file system for underlying storage of datasets and models. Collaboration is enabled by casting datasets and models as "social objects". Social functions include both private and public sharing, formation of collaborative groups of users, and value-added annotation of shared datasets and models. The HydroShare web interface and social media functions were developed using the Django web application framework coupled to iRODS. Data visualization and analysis is supported through the Tethys Platform web GIS software stack. Links to external systems are supported by RESTful web service interfaces to HydroShare's content. This presentation will introduce the HydroShare functionality developed to date and describe ongoing development of functionality to support collaboration and integration of data and models.

Lexical Link Analysis (LLA) Application: Improving Web Service to Defense Acquisition Visibility Environment (DAVE)

DTIC Science & Technology

2015-05-01

1 LEXICAL LINK ANALYSIS (LLA) APPLICATION: IMPROVING WEB SERVICE TO DEFENSE ACQUISITION VISIBILITY ENVIRONMENT(DAVE) May 13-14, 2015 Dr. Ying...REPORT DATE MAY 2015 2. REPORT TYPE 3. DATES COVERED 00-00-2015 to 00-00-2015 4. TITLE AND SUBTITLE Lexical Link Analysis (LLA) Application...Making 3 2 1 3 L L A Methods • Lexical Link Analysis (LLA) Core – LLA Reports and Visualizations • Collaborative Learning Agents (CLA) for

Elementary School Teachers' Motivation toward Web-Based Professional Development, and the Relationship with Internet Self-Efficacy and Belief about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Wu, Ying-Tien; Tsai, Chin-Chung

2011-01-01

This study was conducted to explore the relationships between teachers' motivation toward web-based professional development, Internet self-efficacy, and beliefs about web-based learning. By gathering questionnaire data from 484 elementary school teachers, this study indicated that the teachers' Internet self-efficacy and behavioral beliefs about…

Teachers' Attitudes toward Web-Based Professional Development, with Relation to Internet Self-Efficacy and Beliefs about Web-Based Learning

ERIC Educational Resources Information Center

Kao, Chia-Pin; Tsai, Chin-Chung

2009-01-01

This study was conducted to explore the relationships between teachers' Internet self-efficacy, beliefs about web-based learning and attitudes toward web-based professional development. The sample of this study included 421 teachers, coming from 20 elementary schools in Taiwan. The three instruments used to assess teachers' Internet self-efficacy…

WebProtégé: A Collaborative Ontology Editor and Knowledge Acquisition Tool for the Web

PubMed Central

Tudorache, Tania; Nyulas, Csongor; Noy, Natalya F.; Musen, Mark A.

2012-01-01

In this paper, we present WebProtégé—a lightweight ontology editor and knowledge acquisition tool for the Web. With the wide adoption of Web 2.0 platforms and the gradual adoption of ontologies and Semantic Web technologies in the real world, we need ontology-development tools that are better suited for the novel ways of interacting, constructing and consuming knowledge. Users today take Web-based content creation and online collaboration for granted. WebProtégé integrates these features as part of the ontology development process itself. We tried to lower the entry barrier to ontology development by providing a tool that is accessible from any Web browser, has extensive support for collaboration, and a highly customizable and pluggable user interface that can be adapted to any level of user expertise. The declarative user interface enabled us to create custom knowledge-acquisition forms tailored for domain experts. We built WebProtégé using the existing Protégé infrastructure, which supports collaboration on the back end side, and the Google Web Toolkit for the front end. The generic and extensible infrastructure allowed us to easily deploy WebProtégé in production settings for several projects. We present the main features of WebProtégé and its architecture and describe briefly some of its uses for real-world projects. WebProtégé is free and open source. An online demo is available at http://webprotege.stanford.edu. PMID:23807872

Recurrent Themes in E-Learning: A Narrative Analysis of Major E-Learning Reports

ERIC Educational Resources Information Center

Waight, Consuelo L.; Willging, Pedro; Wentling, Tim

2004-01-01

E-learning, sometimes referred to as online learning, Web-based learning, distance learning, and technology-based learning, among other names, is a concept that has garnered significant global attention. This broad attention to e-learning has resulted in numerous e-learning reports. In doing extensive Web searches for e-learning reports, the…

Collaboration, Intragroup Conflict, and Social Skills in Project-Based Learning

ERIC Educational Resources Information Center

Lee, Dabae; Huh, Yeol; Reigeluth, Charles M.

2015-01-01

This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning…

Evaluation of a Web Conferencing Tool and Collaborative Tasks in an Online Chinese Course

ERIC Educational Resources Information Center

Guo, Sijia

2014-01-01

This case study aims to explore the best practice of applying task-based language teaching (TBLT) via the web conferencing tool Blackboard Collaborate in a beginners' online Chinese course by evaluating the technical capacity of the software and the pedagogical values and limitations of the tasks designed. In this paper, Chapelle's (2001) criteria…

Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2006-01-01

This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the…

Lifelong learning strategies in nursing: A systematic review.

PubMed

Qalehsari, Mojtaba Qanbari; Khaghanizadeh, Morteza; Ebadi, Abbas

2017-10-01

Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

Interactive web-based learning modules prior to general medicine advanced pharmacy practice experiences.

PubMed

Isaacs, Alex N; Walton, Alison M; Nisly, Sarah A

2015-04-25

To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.

Impact of Web Based Learning on EFL: Using On-Line Discussion Forum (ODF) to Enhance Students' Writing Skill

ERIC Educational Resources Information Center

Akmal

2017-01-01

Web based learning is considered as a breakthrough in the teaching of writing skill to the pre-service teachers at University of PGRI Semarang, Indonesia. The students should write argumentative, persuasive, and descriptive essays. This research offers significant contribution in term of the impact of web based learning on writing skill of English…

Can Interactive Web-Based CAD Tools Improve the Learning of Engineering Drawing? A Case Study

ERIC Educational Resources Information Center

Pando Cerra, Pablo; Suárez González, Jesús M.; Busto Parra, Bernardo; Rodríguez Ortiz, Diana; Álvarez Peñín, Pedro I.

2014-01-01

Many current Web-based learning environments facilitate the theoretical teaching of a subject but this may not be sufficient for those disciplines that require a significant use of graphic mechanisms to resolve problems. This research study looks at the use of an environment that can help students learn engineering drawing with Web-based CAD…

Creating Effective Web-Based Learning Environments: Relevant Research and Practice

ERIC Educational Resources Information Center

Wijekumar, Kay

2005-01-01

Web-based learning environments are a great asset only if they are designed well and used as intended. The urgency to create courses in response to the growing demand for online learning has resulted in a hurried push to drop PowerPoint notes into Web-based course management systems (WBCMSs), devise an electronic quiz, put together a few…

C3: A Collaborative Web Framework for NASA Earth Exchange

NASA Astrophysics Data System (ADS)

Foughty, E.; Fattarsi, C.; Hardoyo, C.; Kluck, D.; Wang, L.; Matthews, B.; Das, K.; Srivastava, A.; Votava, P.; Nemani, R. R.

2010-12-01

The NASA Earth Exchange (NEX) is a new collaboration platform for the Earth science community that provides a mechanism for scientific collaboration and knowledge sharing. NEX combines NASA advanced supercomputing resources, Earth system modeling, workflow management, NASA remote sensing data archives, and a collaborative communication platform to deliver a complete work environment in which users can explore and analyze large datasets, run modeling codes, collaborate on new or existing projects, and quickly share results among the Earth science communities. NEX is designed primarily for use by the NASA Earth science community to address scientific grand challenges. The NEX web portal component provides an on-line collaborative environment for sharing of Eearth science models, data, analysis tools and scientific results by researchers. In addition, the NEX portal also serves as a knowledge network that allows researchers to connect and collaborate based on the research they are involved in, specific geographic area of interest, field of study, etc. Features of the NEX web portal include: Member profiles, resource sharing (data sets, algorithms, models, publications), communication tools (commenting, messaging, social tagging), project tools (wikis, blogs) and more. The NEX web portal is built on the proven technologies and policies of DASHlink.arc.nasa.gov, (one of NASA's first science social media websites). The core component of the web portal is a C3 framework, which was built using Django and which is being deployed as a common framework for a number of collaborative sites throughout NASA.

ChemVoyage: A Web-Based, Simulated Learning Environment with Scaffolding and Linking Visualization to Conceptualization

ERIC Educational Resources Information Center

McRae, Christopher; Karuso, Peter; Liu, Fei

2012-01-01

The Web is now a standard tool for information access and dissemination in higher education. The prospect of Web-based, simulated learning platforms and technologies, however, remains underexplored. We have developed a Web-based tutorial program (ChemVoyage) for a third-year organic chemistry class on the topic of pericyclic reactions to…

Nursing students' perception of a Web-based intervention to support learning.

PubMed

Koch, Jane; Andrew, Sharon; Salamonson, Yenna; Everett, Bronwyn; Davidson, Patricia M

2010-08-01

Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience. Copyright 2009 Elsevier Ltd. All rights reserved.

Innovation in Open & Distance Learning: Successful Development of Online and Web-Based Learning.

ERIC Educational Resources Information Center

Lockwood, Fred, Ed.; Gooley, Anne, Ed.

This book contains 19 papers examining innovation in open and distance learning through development of online and World Wide Web-based learning. The following papers are included: "Innovation in Distributed Learning: Creating the Environment" (Fred Lockwood); "Innovation in Open and Distance Learning: Some Lessons from Experience…

Learning to Design and Implement Educational Web Sites within Pre-Service Training: a Project-Based Learning Environment and its Impact on Student Teachers

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…

Learning to Design and Implement Educational Web Sites within Pre-Service Training: A Project-Based Learning Environment and Its Impact on Student Teachers

ERIC Educational Resources Information Center

Papastergiou, Marina

2005-01-01

This paper reports on a project-based learning (PBL) environment targeted towards introducing student teachers to the design and development of educational web sites. The participants were 46 student teachers who constructed 16 web sites for primary school. A survey of their views, before and after the projects, and an evaluation of the web sites…

Evaluation of a web-based family medicine case library for self-directed learning in a third-year clerkship.

PubMed

Morrow, Jay B; Sepdham, Dan; Snell, Laura; Lindeman, Carolyn; Dobbie, Alison

2010-01-01

Web-based cases are well accepted by medical students and enable faculty to deliver equivalent educational experiences to all students. A 2009 literature search revealed no study investigating student use patterns of Web-based case libraries for self-directed learning. We investigated third-year students' use of a Web-based case program for self-directed learning in a family medicine clerkship. We analyzed Design A Case usage patterns of 210 medical students during academic year 2008--2009. We compared board score differences between these students and those from the previous 5 years who did not use Design A Case. We analyzed data from a 13-item survey, administered to a subgroup of 85 students, about the strengths, weaknesses, and acceptability of the program. Students completed, on average, four cases, which was beyond the requirement of three. They reported that the content was highly relevant to cases they saw in clinic. Almost 75% preferred the self-directed Web-based learning over didactics, and most (64%) felt they learned more electronically. Use of the cases was associated with equivalent Board scores versus didactic lectures. In our setting, self-directed learning using a Web-based case program was highly acceptable to students. Web-based cases may provide an option for family medicine educators who wish to deliver equivalent educational experiences across sites.

Evaluation of Webquest in Biology: Teachers' Perception

ERIC Educational Resources Information Center

Osman, Kamisah

2014-01-01

Teaching and learning based on web or web-based learning is a concept which integrates information and technology in education. Teachers and instructors have to assist their learners to learn to function in this information environment. However, teacher trainers and instructors have limited experience in the integration of ICT by using web in…

Supporting online learning with games

NASA Astrophysics Data System (ADS)

Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

2007-04-01

This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

The ICNP-BaT--a multilingual web-based tool to support the collaborative translation of the International Classification for Nursing Practice (ICNP).

PubMed

Schrader, Ulrich; Tackenberg, Peter; Widmer, Rudolf; Portenier, Lucien; König, Peter

2007-01-01

To ease and speed up the translation of the ICNP version 1 into the German language a web service was developed to support the collaborative work of all Austrian, Swiss, and German translators and subsequently of the evaluators of the resultant translation. The web service does help to support a modified Delphi technique. Since the web service is multilingual by design it can facilitate the translation of the ICNP into other languages as well. The process chosen can be adopted by other projects involved in translating terminologies.

Collaborative Tasks in Wiki-Based Environment in EFL Learning

ERIC Educational Resources Information Center

Zou, Bin; Wang, Dongshuo; Xing, Minjie

2016-01-01

Wikis provide users with opportunities to post and edit messages to collaborate in the language learning process. Many studies have offered findings to show positive impact of Wiki-based language learning for learners. This paper explores the effect of collaborative task in error correction for English as a Foreign Language learning in an online…

Comparison of Collaboration and Performance in Groups of Learners Assembled Randomly or Based on Learners' Topic Preferences

ERIC Educational Resources Information Center

Cela, Karina L.; Sicilia, Miguel Ángel; Sánchez, Salvador

2015-01-01

Teachers and instructional designers frequently incorporate collaborative learning approaches into their e-learning environments. A key factor of collaborative learning that may affect learner outcomes is whether the collaborative groups are assigned project topics randomly or based on a shared interest in the topic. This is a particularly…

Evaluation of Intelligent Grouping Based on Learners' Collaboration Competence Level in Online Collaborative Learning Environment

ERIC Educational Resources Information Center

Muuro, Maina Elizaphan; Oboko, Robert; Wagacha, Waiganjo Peter

2016-01-01

In this paper we explore the impact of an intelligent grouping algorithm based on learners' collaborative competency when compared with (a) instructor based Grade Point Average (GPA) method level and (b) random method, on group outcomes and group collaboration problems in an online collaborative learning environment. An intelligent grouping…

Teleconsultation in school settings: linking classroom teachers and behavior analysts through web-based technology.

PubMed

Frieder, Jessica E; Peterson, Stephanie M; Woodward, Judy; Crane, Jaelee; Garner, Marlane

2009-01-01

This paper describes a technically driven, collaborative approach to assessing the function of problem behavior using web-based technology. A case example is provided to illustrate the process used in this pilot project. A school team conducted a functional analysis with a child who demonstrated challenging behaviors in a preschool setting. Behavior analysts at a university setting provided the school team with initial workshop trainings, on-site visits, e-mail and phone communication, as well as live web-based feedback on functional analysis sessions. The school personnel implemented the functional analysis with high fidelity and scored the data reliably. Outcomes of the project suggest that there is great potential for collaboration via the use of web-based technologies for ongoing assessment and development of effective interventions. However, an empirical evaluation of this model should be conducted before wide-scale adoption is recommended.

Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

PubMed

Kopp, Sandra L; Smith, Hugh M

2011-01-01

Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles. Although residents believe that online learning should be used in anesthesia training, the results of this study do not demonstrate improved learning or justify the time and expense of developing complex case-based training modules. While there may be practical benefits of Web-based education, educators in regional anesthesia should be cautious about developing curricula based on learner preference data.

Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network

PubMed Central

Gießler, Paul; Ohnesorge-Radtke, Ursula; Spreckelsen, Cord

2015-01-01

Background The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM’s semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. Objective The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. Methods In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. Results The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. Conclusions It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively. PMID:27731860

Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network.

PubMed

Tix, Nadine; Gießler, Paul; Ohnesorge-Radtke, Ursula; Spreckelsen, Cord

2015-11-11

The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM's semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively.

A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method

ERIC Educational Resources Information Center

Paschalis, Giorgos

2017-01-01

Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging…

Promoting Sex Education Among Teenagers Through an Interactive Game: Reasons for Success and Implications.

PubMed

Chu, Samuel Kai Wah; Kwan, Alvin C M; Reynolds, Rebecca; Mellecker, Robin R; Tam, Frankie; Lee, Grace; Hong, Athena; Leung, Ching Yin

2015-06-01

A game application, "Making Smart Choices", was developed to fill the gap of limited easy-to-access resources available on sex education in Hong Kong and to disseminate correct knowledge and positive attitudes toward sex to teenagers using popular platforms such as tablets, Facebook, and the Web. Three versions of the game (iPAD, Facebook, and Web-based) were developed using HTML5. A theoretical framework that involved game-based learning and participatory design approach was used to design, develop, modify, and optimize the game for use with secondary school students (n=1176) 12-16 years of age. Pre- and post-test scores of students' safer sex knowledge were compared to test the effectiveness of the game. Students' survey and interviews were analyzed to assess participant feelings and attitudes toward the game. The Wilcoxon Signed-Rank test indicated that students' sex knowledge (n=788) improved with a medium effect size (0.477) after playing the game. Increases in positive attitudes toward sex and relationship and in awareness of making smart sexual choices were reported from student surveys and interviews. Students described the game as "interesting," "interactive," "informative," and "real-to-life." We advocate that the participatory design approach, which supports collaborative efforts of different stakeholders, is an effective framework for developing game-based learning tools for sex education. Our work provides preliminary findings that suggest game-based learning, preferably delivered through popular interactive platforms, can be effective in promoting sex education to teenagers.

Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

PubMed

Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P < 0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

Comprehensive multiplatform collaboration

NASA Astrophysics Data System (ADS)

Singh, Kundan; Wu, Xiaotao; Lennox, Jonathan; Schulzrinne, Henning G.

2003-12-01

We describe the architecture and implementation of our comprehensive multi-platform collaboration framework known as Columbia InterNet Extensible Multimedia Architecture (CINEMA). It provides a distributed architecture for collaboration using synchronous communications like multimedia conferencing, instant messaging, shared web-browsing, and asynchronous communications like discussion forums, shared files, voice and video mails. It allows seamless integration with various communication means like telephones, IP phones, web and electronic mail. In addition, it provides value-added services such as call handling based on location information and presence status. The paper discusses the media services needed for collaborative environment, the components provided by CINEMA and the interaction among those components.

Robotic Mission to Mars: Hands-on, minds-on, web-based learning

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

2012-11-01

Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages students to work scientifically and explores the interaction between scientists and engineers. This paper presents the development of the program, including the involvement of university students in the development of the rover, the software, and the collation of the scientific data. It also presents the results of the trial phase of this program including the impact on student engagement and learning outcomes.

Student participation in World Wide Web-based curriculum development of general chemistry

NASA Astrophysics Data System (ADS)

Hunter, William John Forbes

1998-12-01

This thesis describes an action research investigation of improvements to instruction in General Chemistry at Purdue University. Specifically, the study was conducted to guide continuous reform of curriculum materials delivered via the World Wide Web by involving students, instructors, and curriculum designers. The theoretical framework for this study was based upon constructivist learning theory and knowledge claims were developed using an inductive analysis procedure. This results of this study are assertions made in three domains: learning chemistry content via the World Wide Web, learning about learning via the World Wide Web, and learning about participation in an action research project. In the chemistry content domain, students were able to learn chemical concepts that utilized 3-dimensional visualizations, but not textual and graphical information delivered via the Web. In the learning via the Web domain, the use of feedback, the placement of supplementary aids, navigation, and the perception of conceptual novelty were all important to students' use of the Web. In the participation in action research domain, students learned about the complexity of curriculum. development, and valued their empowerment as part of the process.

Tertiary Students' Intention to e-Collaborate for Group Projects: Exploring the Missing Link from an Extended Theory of Planned Behaviour Model

ERIC Educational Resources Information Center

Cheng, Eddie W. L.; Chu, Samuel K. W.; Ma, Carol S. M.

2016-01-01

With the emergence of web technologies, students can conduct their group projects via virtual platforms, which enable online collaboration. However, students' lack of intention to use web technologies for conducting group work has recently been highlighted. Based on the theory of planned behaviour (TPB), this paper developed and examined an…

Engaging Foreign Language Learners in a Web 2.0-Mediated Collaborative Learning Process (Inclusión de estudiantes de lenguas extranjeras en procesos colaborativos de aprendizaje mediados por la web 2.0)

ERIC Educational Resources Information Center

Cote Parra, Gabriel Eduardo

2015-01-01

The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based…

Team Collaboration Software

NASA Technical Reports Server (NTRS)

Wang, Yeou-Fang; Schrock, Mitchell; Baldwin, John R.; Borden, Charles S.

2010-01-01

The Ground Resource Allocation and Planning Environment (GRAPE 1.0) is a Web-based, collaborative team environment based on the Microsoft SharePoint platform, which provides Deep Space Network (DSN) resource planners tools and services for sharing information and performing analysis.

Evaluating the benefits of collaboration in simulation games: the case of health care.

PubMed

Leung, Ricky

2014-01-28

Organizations have used simulation games for health promotion and communication. To evaluate how simulation games can foster collaboration among stakeholders, this paper develops two social network measures. The paper aims to initiate two specific measures that facilitate organizations and researchers to evaluate the effectiveness of Web-based simulation games in fostering collaboration. The two measures are: (1) network density and (2) network diversity. They measure the level of connectedness and communication evenness within social networks. To illustrate how these measures may be used, a hypothetical game about health policy is outlined. Web-based games can serve as an effective platform to engage stakeholders because interaction among them is quite convenient. Yet, systematic evaluation and planning are necessary to realize the benefits of these games. The paper suggests directions for testing how the social network dimension of Web-based games can augment individual-level benefits that stakeholders can obtain from playing simulation games. While this paper focuses on measuring the structural properties of social networks in Web-based games, further research should focus more attention on the appropriateness of game contents. In addition, empirical research should cover different geographical areas, such as East Asian countries where video games are very popular.

The Five Central Psychological Challenges Facing Effective Mobile Learning

ERIC Educational Resources Information Center

Terras, Melody M.; Ramsay, Judith

2012-01-01

Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user-generated content. This information-rich environment may support both formal and informal…