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Wyszukujesz frazę "technology-enhanced learning" wg kryterium: Temat

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    Tytuł:
    Evaluation of the Correlation Between Formative Tests and Final Exam Results : Theory of Information Approach
    Autorzy:
    Rutkowski, J.
    Powiązania:
    https://bibliotekanauki.pl/articles/226732.pdf
    Data publikacji:
    2016
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Technology Enhanced Learning
    Computer-Assisted Assessment
    Opis:
    Today, computerization of the Assessment Program is a norm, numerous advantages of Computer-Assisted Assessment (CAA), both formative and summative, can be enlisted. Motivating students to systematic work and Self-Regulated Learning seems to be the biggest challenge faced by the teacher. This motivation can be reached by providing students with clear information that shows an evident effectiveness of formative quizzes, undisputable correlation between student engagement in taking formative quizzes and the final exam result. It is proposed to evaluate this effectiveness quantitatively in the field of Information Theory, using the Discrete Memoryless Channel description of relationship between the set of quizzes taken and the set of exam results. The Case Study is presented and if proves high correlation between these two sets.
    Źródło:
    International Journal of Electronics and Telecommunications; 2016, 62, 1; 55-60
    2300-1933
    Pojawia się w:
    International Journal of Electronics and Telecommunications
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    City-based learning – koncepcja uczenia się poprzez miasto. Tło teoretyczne, podstawowe założenia, przyszłe konteksty rozwoju i implementacji
    City-Based Learning Concept. Theoretical Background, Basic Assumptions, Future Contexts of Development and Implementation
    Autorzy:
    Kruszwicka, Agnieszka
    Klichowski, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/923122.pdf
    Data publikacji:
    2018-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pedagogy of place
    urban education
    technology-enhanced learning
    educational cloud
    Opis:
    Currently, over a half of the world’s population lives in cities. It is estimated that by 2050 at least 85 per cent of Europeans will have lived in European cities. This trend is related to the fact that today cities are spaces of permanent learning in authentic contexts, which is fostered by the development of new technologies. However, little is known about the city-based learning concept, which is crucial for this type of technology-enhanced learning. Here, we discuss the theoretical background, basic assumptions and future contexts of development and implementation of this idea. Firstly, we demonstrate that city-based learning is contingent on such theories as urban studies, pedagogy of place, as well as urban education, explorative learning, learning outside the classroom, mobility of learning space or on-street activity. Secondly, we show that smartphones, tablets, GPS, educational cloud, and digital textbooks are technologies for city-based learning. We conclude that cities connected to an educational cloud (which is full of educational resources and serves as a platform for educational communication) are unique environments for students equipped with mobile tools. Finally, we point out a new project on a city-based learning implementation.
    Źródło:
    Studia Edukacyjne; 2018, 50; 135-150
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Project Based Learning: Extending Social and Educational Reach
    Autorzy:
    Dickinson, Stuart
    Powiązania:
    https://bibliotekanauki.pl/articles/454166.pdf
    Data publikacji:
    2019
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    social learning
    project based learning
    motivation
    collaboration
    employability skills
    technology enhanced learning
    Opis:
    Project based learning approaches are being employed in the college as a creative and innovative means to engage and motivate learners through a transformative curriculum model for both further and higher education students. This article will examine how these pedagogical approaches have made a positive impact on our Childhood Studies’ students with regards to retention, achievement and success set within the context of widening participation and social engagement with and for those in society who are the hardest to reach including those children from the travelling community who have been integral partners in our Erasmus project. It will highlight the benefits of social learning, not only as a means of developing vocational skills for our students, but it will also examine the wider impacts of developing softer skills for our students, particularly with regards to employability skills, whilst considering the wider impacts this approach has had on society and building community cohesion.
    Źródło:
    Multidisciplinary Journal of School Education; 2019, 16; 11-24
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Cyberparki jako hybrydowe przestrzenie uczenia się: rozważania na marginesie projektu COST
    Autorzy:
    Agnieszka, Kruszwicka,
    Michał, Klichowski,
    Powiązania:
    https://bibliotekanauki.pl/articles/892536.pdf
    Data publikacji:
    2019-04-29
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    public green spaces
    outdoor learning
    technology-enhanced learning
    dual-task costs
    smartphone
    Opis:
    CyberParks will be hybrid spaces of future cities. Learning in CyberParks will take the form of technology-enhanced outdoor learning and will become an important concept that can be used in practice in order to provide an answer to numerous problems of educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle. In this paper we discuss evidences from the CyberParks COST project and we present recommendations regarding the constructions of CyberParks. We point out, for example, that when designing CyberParks one has to think not only about the technological infrastructure, but also about making sitting spots for using learning technology. We also present the original project of such an object.
    Źródło:
    Kwartalnik Pedagogiczny; 2019, 64(1(251)); 71-83
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A study on ICT training among faculty members of Spanish faculties of education
    Autorzy:
    Montoro, Miriam Agreda
    Hinojo-Lucena, Francisco Javier
    Sánchez, Francisco Raso
    Powiązania:
    https://bibliotekanauki.pl/articles/2011561.pdf
    Data publikacji:
    2015-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    ICT
    faculty members
    training
    higher education
    digital skills
    technology enhanced learning
    Opis:
    Acquisition of digital skills by faculty members is a significantly important step when it comes to integrating ICT in teaching. In light of that, this study aims to describe and analyse faculty members’ training in ICT in all faculties of education within Spanish public universities. The paper hereby presented describes results from 1,145 professors, obtained by an ad hoc online questionnaire. Both data and results have been obtained from one of the instrument dimensions: received teaching training and professors’ perception of their own training. This instrument consists of 25 items. Results show the need for more profound training regarding the optimisation of ICT didactic and pedagogic potential in class, as well as an integrated approach to pedagogy, digital literacy and knowledge.
    Źródło:
    The New Educational Review; 2015, 42; 27-39
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LABLITA-Suite. Risorse per l’acquisizione dell’italiano L2
    Autorzy:
    Moneglia, Massimo
    Powiązania:
    https://bibliotekanauki.pl/articles/2083476.pdf
    Data publikacji:
    2019
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Italian L2
    Technology Enhanced Learning
    Spontaneous speech resources
    Web corpora
    Action Ontology
    Opis:
    LABLITA-Suite. Resources for the acquisition of Italian as a second language – LABLITA-suite provides technology-enhanced learning resources for the acquisition of Italian L2. IMAGACT allows for mastering the semantic properties of action verbs in the early phases of language acquisition. The LABLITA corpus of Spoken Italian can be used for training learners for face to face conversations. RIDIRE and CORDIC provide corpus linguistic tools for accessing Italian phraseology, which is useful for enhancing writing capabilities in the various domains of language usage.
    Źródło:
    Kwartalnik Neofilologiczny; 2019, 2; 407-421
    0023-5911
    Pojawia się w:
    Kwartalnik Neofilologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Encouraging Pro-environmental Behaviour Through an Educational Mobile Application: Preliminary Insights from Early Adopters
    Autorzy:
    Duda, Ewa
    Anacka, Helena
    Kowal, Jolanta
    Nowakowska, Iwona
    Obracht-Prondzyńska, Hanna
    Geirbo, Hanne Cecilie
    Radziszewski, Kacper
    Romanowska, Małgorzata
    Wyciszkiewicz, Aleksandra
    Zawieska, Jakub
    Powiązania:
    https://bibliotekanauki.pl/articles/45150658.pdf
    Data publikacji:
    2023-10-16
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    mobile application
    pro-environmental behaviour
    PULA application
    technology-enhanced learning
    urban education
    user engagement
    Opis:
    This article aims to explore the extent to which the educational mobile application PULA supports and promotes pro-environmental behaviours, identify the most utilised functionalities by early adopters, and explore the least engaged functionalities. The study employs a quantitative approach based on data collected from the application. The analysis provides a comprehensive understanding of users' experiences and behaviours within the application, contributing valuable insights into its potential to foster pro-environmental attitudes and behaviours. The results suggested that the users, especially women, were generally interested in the learning activities. Pro-environmental transport-related activities were also frequently undertaken by the users. While women tended to split their time into various functionalities of the application, men focused mainly on the transport-related ones. This research contributes to the emerging field of using educational mobile applications for promoting pro-environmental behaviour. The study's focus on early adopters provides unique perspectives on the mechanisms behind behaviour change and offers implications for future interventions. The findings of this study can impact environmental conservation efforts. By encouraging pro-environmental behaviour through an accessible mobile application, a broader audience can be reached and motivated to adopt greener habits. The insights gained from this research can inform the design and development of future applications to foster sustainable practices, benefiting society and contributing to building a more sustainable future.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2023, 10(1); 64-78
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of computer-assisted gamified learning on students attitudes and progress in advanced grammar class
    Autorzy:
    Turula, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2087090.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    focus on form pedagogy
    technology-enhanced grammar learning
    gamification
    Opis:
    The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi- experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students’ result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students’ attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account.
    Źródło:
    Teaching English with Technology; 2021, 21, 3; 3-17
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategies in technology-enhanced language learning
    Autorzy:
    Zhou, Yalun
    Wei, Michael
    Powiązania:
    https://bibliotekanauki.pl/articles/781045.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language learning strategies
    self-regulated language learning
    strategy instruction
    strategy assessment
    technology enhanced language learning
    Opis:
    The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 471-495
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A RESEARCH DESIGN IN TECHNOLOGY-ENHANCED SCAFFOLDING IN LANGUAGE TEACHING: WHAT LESSONLAMS CAN OFFER AT THE INTERFACE OF EDUCATIONAL AND LANGUAGE LEARNING RESEARCH
    Autorzy:
    Campbell, Chris
    Smala, Simone
    Lim, Jung-Sook (Sue)
    Powiązania:
    https://bibliotekanauki.pl/articles/941238.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    technology enhanced language learning
    Korean as a Foreign Language
    LAMS
    LessonLAMS
    computer assisted language learning
    Opis:
    This chapter aims to provide a language learning design principle using the Learning Activity Management System (LAMS) as a platform in authentic classroom situations. A LessonLAMS sequence has been developed for this research project and was designed using a ‘Dynamic Scaffolding Technique’ within the learner’s zone of proximal development (ZPD) (Vygotsky & Cole, 1978). Participants for this study were South East Queensland secondary students who are studying Korean as a foreign language as an elective subject. The learning design of the LessonLAMS sequence was incorporated in classroom instruction with the research focus on technology-enhanced learning tasks, which was designed and implemented in the foreign language classroom at the participating school.
    Źródło:
    Teaching English with Technology; 2012, 12, 2; 121-131
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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