Institutions are looking to find the best learning technologies to deliver anatomy curricula to diverse student populations, often working with financial and time-based constraints. Visualization techniques, particularly the widespread use of virtual reality headsets, have made once-impossible learning experiences possible. This thesis explores the effect of different learning modalities (virtual reality headset, computer screen, and 3D-printed models) and environments (clinical context or context-free) on knowledge acquisition and learning experiences for a pelvic floor anatomy module. We investigated how these factors, along with mental rotation ability and stereoacuity, impact various aspects of learning, including performance on anatomy tests, perceived workload (measured using the NASA Task Load Index), cybersickness (measured using the Simulator Sickness Questionnaire), and engagement during learning (measured using the User Engagement Scale). Significant interactions were found between modality and environment for test scores and workload, a significant main effect of modality and environment for cybersickness, and a significant main effect of modality for engagement. Importantly, though significant differences were found between modalities and environments, participants reported concerningly high levels of workload and cybersickness across all conditions. High levels of engagement were also reported across all learning conditions. The lack of meaningful differences between intervention groups emphasizes the importance of curricular design over the implementation of new technologies and the need to be critical of the impression that a one-size-fits-all solution exists. Theories of cognitive load, constructivism, syncretion, visuospatial ability, cybersickness, and embodied learning in the context of technology-enhanced anatomy education are discussed as the foundation upon which design decisions should be made. A multi-faceted approach focused on aligning learning objectives with learning activities is outlined as a means of driving more impactful research and improving anatomy education. / Thesis / Master of Science (MSc) / Institutions are looking to find the best learning technologies to deliver anatomy curricula to diverse student populations, often working with financial and time-based constraints. Visualization techniques have been at the forefront of this innovation, and the widespread use of virtual reality headsets has made once-impossible learning experiences achievable. This thesis explores the effect of different learning modalities and environments on learning with a pelvic floor anatomy module. We investigated how these factors, along with mental rotation ability and stereoacuity impact test performance and the perception of workload, cybersickness, and engagement. The results emphasize the importance of curricular design over the implementation of new technologies and the need to be critical of the impression that a one-size-fits-all solution exists.

The interplay between learning and technology is a growing field that is often referred to as Technology Enhanced Learning (TEL). Within this context, learning applications are software components that are useful for learning purposes, such as textbook replacements, information gathering tools, communication and collaboration tools, knowledge modeling tools, rich lab environments that allows experiments etc. When developing learning applications, the choice of technology depends on many factors. For instance, who and how many the intended end-users are, if there are requirements to support in-application collaboration, platform restrictions, the expertise of the developers, requirements to inter-operate with other systems or applications etc. This thesis provides guidance on a how to develop learning applications based on Semantic Web technology. The focus on Semantic Web technology is due to its basic design that allows expression of knowledge at the web scale. It also allows keeping track of who said what, providing subjective expressions in parallel with more authoritative knowledge sources. The intended readers of this thesis include practitioners such as software architects and developers as well as researchers in TEL and other related fields. The empirical part of the this thesis is the experience from the design and development of two learning applications and two supporting frameworks. The first learning application is the web application Confolio/EntryScape which allows users to collect files and online material into personal and shared portfolios. The second learning application is the desktop application Conzilla, which provides a way to create and navigate a landscape of interconnected concepts. Based upon the experience of design and development as well as on more theoretical considerations outlined in this thesis, three major obstacles have been identified: The first obstacle is: lack of non-expert and user friendly solutions for presenting and editing Semantic Web data that is not hard-coded to use a specific vocabulary. The thesis presents five categories of tools that support editing and presentation of RDF. The thesis also discusses a concrete software solution together with a list of the most important features that have crystallized during six major iterations of development. The second obstacle is: lack of solutions that can handle both private and collaborative management of resources together with related Semantic Web data. The thesis presents five requirements for a reusable read/write RDF framework and a concrete software solution that fulfills these requirements. A list of features that have appeared during four major iterations of development is also presented. The third obstacle is: lack of recommendations for how to build learning applications based on Semantic Web technology. The thesis presents seven recommendations in terms of architectures, technologies, frameworks, and type of application to focus on. In addition, as part of the preparatory work to overcome the three obstacles, the thesis also presents a categorization of applications and a derivation of the relations between standards, technologies and application types. / <p>QC 20121105</p>

No description available.

With the increasing access to mobile devices in developing countries, the number of pilots and projects embracing mobile devices as learning tools is also growing. The important role it can play in improving education is also positively received within education communities. But, providing a successful mobile learning service is still significantly challenging. The considerable problems arise due to existing pedagogical, technological, political, social and cultural challenges and there has been a shortage of research concerning how to deploy and sustain this technology in a resource constrained educational environment. There are studies mainly conducted in sub-Saharan countries, India, and Latin America, which provide some guidelines for incorporating technology in the existing educational process. However, considering the contextual differences between these regions and other countries in Asia, such as Nepal, it requires a broader study in its own challenging socio-cultural context. In response to this difficulty, the aims of this exploratory research work are to study the distinct challenges of schools’ education in Nepal and evaluate the use of open-source devices to provide offline access to learning materials in order to recommend a sustainable mobile learning model. The developmental study was conducted in University of West London in order to assess the feasibility of these devices. The main study in Nepal explored i) the overall challenges to education in the challenging learning environment of schools with limited or no access to ICT, ii) how ICT might be helping teaching and learning in the rural public schools, and iii) how an offline mobile learning solution based on the open source platforms may facilitate English language teaching and learning. Data collection primarily involved interviews, questionnaires, observations and supplemented by other methods. This thesis presents the sustainable model for deploying and supporting mobile technology for education, which is based on the findings emerging from completed exploratory studies in Nepal. It highlights all the aspects that need to be addressed to ensure sustainability. However, to translate this understanding to a design is a complex challenge. For a mobile learning solution to be used in such challenging learning contexts, the need is to develop simple and innovative solutions that provide access to relevant digital learning resources and train teachers to embed technology in education. This thesis discusses these findings, limitations and presents implications for the design of future mobile learning in the context of Nepal.

yes / The delivery of higher education, as with many aspects of society in general, is becoming increasingly shaped by the availability of the Internet in our everyday lives. Associated with the growth in Internet availability, web 2.0 technologies have become increasingly popular over recent years, especially with the `Google Generation¿, a term used to describe those brought up with the Internet. The exploitation of such tools has led to the widespread take-up of social networking sites, the growth in blogging and twitter, and the adoption of wikis and social media sites for the sharing and publishing of content. The opportunities introduced by technology enhanced learning (TEL), and in particular web 2.0 tools and applications, are now starting to attract significant interest from within the academic community. The lecture begins by describing the advances in digital communication technologies that are allowing new approaches to teaching and learning to be investigated. A review of how technology is currently employed in higher education then follows, before proceeding to outline the latest developments associated with web 2.0 tools and applications and the opportunities these present. A review of significant findings from within the academic research community is then given. To conclude, an assessment of what are the likely drivers that are creating a need for change within the higher education sector is presented before outlining the implications of introducing TEL from the perspectives of both students and teaching staff.

Yes / The introduction in the early 1990s of the world wide web was a significant factor in the creation of a global information society, allowing new possibilities to work, entertain and communicate, from home, at the workplace or on the move. In recent years, there have been significant advances in information technology (IT), while a new generation of applications that are able to harness the power of the world wide web has been introduced under the banner of Web 2.0. The increased capabilities of IT and the nature of Web 2.0 applications have attracted interest from the academic community as a means of enhancing the delivery of higher education. This paper considers the implications of introducing technology into the higher education sector from the perspectives of academic staff and students, with particular emphasis on the use of technology and Web 2.0 applications, and the relationship between technology and teaching and learning.

Much has been written about the way in which e-learning has changed learning in higher education without transforming it to meet the changing needs and expectations of stakeholders in the sector. The beliefs and practices of teachers in the sector have remained largely unchanged despite the widespread adoption of e-learning tools. This study used a phenomenographic approach to identify the conceptual frameworks of practitioners. Among the indicators used to define these frameworks were practitioners’ levels of engagement with e-learning tools and the broader concept of technology-enhanced learning. The study identified limited evidence of the transformation of beliefs and practices in the sector to a more student-centred paradigm, despite the adoption of the language associated with such a change by the majority of practitioners interviewed. It showed how many e-learning initiatives had led to the internalization of such change with the adoption of exemplars and best practice. Examples of externalization (where exemplars were adapted to context and the modifications passed to others) were much more limited. Cases were identified where practitioners had used e-learning as a means of reinforcing the existing, teacher-centred paradigm. The majority of practitioners, however, were identified as being in a ‘transitionary’ state, adopting the language and some of the practices of a ‘transformed’ state. This study, therefore, considered factors influencing the adoption of a more student-centred paradigm through the use of e-learning. Using Activity Theory, the barriers to such change were explained and lessons for future approaches to professional development derived. Through an exploration of collaborative technology-enhanced learning initiatives, the nature of learning communities that should be at the heart of such transformation were identified. This study should, therefore, be of value to practitioners wishing to innovate, those who design and deliver the professional development programmes to support them and those managing such change in HE.

Being exposed to serious games showed that some simulations widely vary in quality and learning outcome. In order to get to the bottom of best practices a detailed review of business management simulation literature was conducted. Additionally, an industry analysis was performed, by interviewing 17 simulation companies, testing a range of full and demo games, and conducting secondary research. The findings from both research efforts were then collated and cross-referenced against each other in order to determine three things: firstly, the practices and features used by simulation companies that have not yet been the subject of academic research; secondly, the most effective features, elements and inclusions within simulations that best assist in the achievement of learning outcomes and enhancement the user experience; and finally, 'best practices' in teaching a business management course in a university or company with the assistance of a simulation. Identified gaps in the current research were found to include the effectiveness of avatars, transparent pricing and the benefits of competing the simulation against other teams as opposed to the computer. In relation to the second and third objectives of the research, the findings were used to compile a business plan, with detailed recommendations for companies looking to develop a new simulation, and for instructors implementing and coordinating the use of a simulation in a business management context. (author's abstract)

<p>U radu je prikazan model podataka koji omogućava<br />predviđanje uspje&scaron;nosti studiranja na visoko&scaron;kolskim<br />ustanovama, kao i analizu vi&scaron;e tehnika predikcije.<br />Pored toga, prikazuje i prototipsku implementaciju<br />informacionog sistema za upravljanje obrazovnim<br />procesom koji omogućava kori&scaron;ćenje predikcije u<br />realnim informacionim sistemima.</p> / <p>The paper presents a data model that facilitates<br />prediction of students success in studying, as well as<br />a review of prediction techniques. It also presents a<br />prototype implementation of a learning management<br />information system that enables the use of prediction<br />of success in studying and represents a real-world<br />use case.</p>

The development of a nurse identity is known to be a gradual process which takes place by students through social interaction in both academic and clinical settings. It is a crucial element in retaining students within the nursing profession and enabling them to perform the nurse role competently and effectively. Constructing a nurse identity is a complex and individual process, but, it is recognised that it will contain universal traits such as caring and compassion. Failure to absorb a nurse identity by students is not well documented, but, it is thought to contribute towards the number of recruits who leave the profession prior to or on qualifying. This phenomenological study examines the ways in which student nurses construct and adopt a nurse identity whilst studying for the theoretical component of their nursing course. The lived experience of both traditional, classroom based student nurses and those studying by electronic learning (e-learning) is explored through in-depth interviews and participant observations. Elearning is being introduced into nurse education in place of traditional methods of teaching and the research examines the impact of this mode of learning on professional socialisation to the identity of a nurse. The study gathered data from in-depth interviews with six student nurses studying by traditional methods and, also, from six student nurses studying by e-learning; all students were in the third year of a Diploma in Nursing (Adult Branch) course (comparisons were made between the findings from the two groups of students, in order to discover if nurse identities and the ways in which these are formulated differ between traditional students and those studying by e-learning). Findings from the data disclosed similarities and differences between the two groups of students, however, definitive conclusions as to the effects of e-learning on the construction and adoption of nurse identities could not be made. The findings did disclose strengths and weaknesses in both types of education, and the overall conclusion was that e-learning could be a success in student nurse education only if it is introduced with sufficient funding and on a solid foundation of research and development, by nurse educators who are knowledgeable in this style of pedagogy.