This quantitative research, carried out at the military environment at the Defense Language Institute investigated whether learning approaches could predict learners' language proficiency and learners' attitude towards technology-enhanced language learning (TELL). In addition, it also examined whether learners' demographic factors, such as age, educational backgrounds, prior experience in foreign language learning and in TELL as well as their ability to use PC and the World Wide Web could predict the above mentioned language proficiency and attitude. A cluster sampling method was adopted and data was collected in four Chinese departments at the institute. Both the learning approaches inventory ASSIST and the attitudes towards TELL survey were administered to 158 Chinese language learners. 137 valid responses were obtained. All data were input into SPSS for regression and correlation analyses. Conclusions of the study are as follows: 1. The surface and apathetic approach (p<.01) was a significant predictor for both learners' measured language proficiency and their self-perception of academic performance. 2. The strategic approach was a positive predictor for learners' attitudes towards TELL; whereas, surface and apathetic approach was a negative predictor for learners' attitudes towards TELL. 3. None of the learners' demographic variables could not predict either learners' language proficiency or their attitudes towards TELL. Implications for instructional design, curriculum development, teacher education, as well as relevant research issues were discussed.

yes

Recently, there has been an increasing shift in education, where various digital technologies are applied to a greater extent. One of the emerging educational technologies is artificial intelligence (AI) technology, which is often argued to have the potential to reshape the traditional educational landscape through for example intelligent guidance and assessment systems, as well as personal learning environments. An article in Artificial Intelligence Review states that the education sector at universities is increasingly characterized by AI used by teachers and students, consisting of intelligent tutoring systems, teaching robots, and adaptive learning systems. Trust - which is considered the cornerstone of humanity's relationship with AI - is essential to this transformation. There is a considerable knowledge gap regarding how teachers experience trust in AI-based education technology, within higher education. Therefore, this exploratory case study aims to examine teachers' trust in AI, and more specifically within the context of Singaporean higher education. This study is based on an online survey where eight teachers participated. Although that is a low count of participants, the study explores the perceived trust in, and benefits of AI in an academic environment. Furthermore, where there is a lack of trust in AI diagnosis, it is due to the fact that today's AI technology often consists of black-box models that lack transparency of the system's internal functions work. Finally, concerning how teachers work alongside AI to improve pedagogy, the study concludes that implementing AI-based technology in higher education will never replace the traditional education system in terms of social interaction. / Nyligen har det skett ett skifte inom utbildning där olika digitala teknologier tillämpas i allt större utsträckning. En av dessa teknologier är artificiell intelligens (AI), som ofta hävdas kunna omforma det traditionella utbildningslandskapet genom personliga inlärningsmiljöer och intelligenta väglednings- och bedömningssystem. En artikel i Artificial Intelligence Review beskriver att dagens utbildningssektor vid universitet kännetecknas alltmer av AI som används av både lärare och studenter, där system bestående av intelligenta handledningssystem, undervisningsrobotar och adaptiva lärsystem används. För dessa anses förtroende vara hörnstenen i människans relation till AI - som är avgörande för att denna transformation av utbildningen ska fungera. Det finns en avsevärd kunskapslucka kring det förtroende lärare inom högre utbildning har för AI-baserad utbildningsteknik. Därför syftar denna explorativa fallstudie till att undersöka lärares förtroende för AI, och mer specifikt inom ramen för högre utbildning i Singapore. Denna studie är bygger på en webbenkät där åtta lärare deltog. Även om det är ett lågt antal deltagare, utforskar studien det upplevda förtroendet för AI, samt fördelarna med att använda det i en akademisk miljö. Vidare, där det saknas förtroende för AI-diagnostik, beror det på att dagens AI-teknik ofta består av black-box-modeller som saknar transparens i systemets interna funktioners arbete. Slutligen, när det gäller hur lärare arbetar tillsammans med AI för att förbättra pedagogiken, drar studien slutsatsen att implementering av AI-baserad teknik i högre utbildning aldrig kommer att ersätta det traditionella utbildningssystemet när det gäller social interaktion.

At present, human-computer interaction (HCI) is no longer limited to traditional input hardware like mouse and keyboard. In the last few years, Augmented and Virtual Reality (AR, VR) have dramatically changed the way we interact with a computer. Currently, one of the many design challenges of these systems is the integration of the physical and digital aspects in an accessible and usable way. The design success of AR systems depends on the fluid and harmonious fusion of the material and digital world. Pointing, which is a radical gesture in communication, can enable easy and intuitive interaction within the AR application. This study explores two pointing techniques that can be used in an AR application. I developed two prototypes, and the concept of laser pointing was used, by shooting out a laser from the point of origin into the application, to perform pointing. The point of origin for the laser is the camera, in the first prototype called camera laser and the fiducial, in the second prototype called pen laser. The camera laser showed promising results in terms of ease of use and reliability, but the pen laser felt more natural to the user. In this study, I present the prototypes, followed by the user study and the results. / För närvarande är interaktionen mellan människa och dator (HCI) inte längre begränsad till traditionaell ingångshårdvara som mus och tangentbord. Under de senaste åren har Augmented och Virtual Reality (AR, VR) dramatiskt förändrat vårt sätt att interagera med en dator. För närvarande är en av de måmga designutmaningarna för dessa system att sammanföra de fysiska och digitala aspekterna på ett tillgångligt och användbart sätt. AR-systemens framgång beror på den löpande och harmoniska sammansmältningen av den materiella och digitala världen. Pekande, som är ett radikalt sätt att kommunicera på, kan möjliggöra enkel och intuitiv interaktion inom AR-användning. Denna studie undersöker två pektekniker som kan användas i AR-användning. Jag utvecklade två prototyper. Laserpekning användes genom att skjuta ut en laser från startpunkten till applikationen, för att utföra pekning. Utgångspunkten för lasern är kameran, i den första prototypen som kallas kameralaser och fiducial, i den andra prototypen som kallas pennlaser. Kameralasern visade lovande resultat när det gäller användarvånlighet och tillförlitlighet, men pennlasern upplevdes mer naturlig för användaren. I denna studie presenterar jag prototyperna följt av användarstudien och resultaten.

Learning materials have multiple forms, such as books, overhead slides, computer files, blackboard notes by teachers, narration to the notes, video/audio tapes etc. Since the forms are highly inhomogeneous, it becomes difficult to collect and practically use them by a particular learner for individual study at home. Such multiple media are also expensive in management, since human resources are needed to keep the material repositories in order. One solution of the problem lies in centralized active digital repositories. Such repositories aim to simplify the learner’s work and boost learning efficiency. With introduction of interactivity and live communication tools such repositories become learning platforms exceeding the functionality of “passive” digital libraries. Such learning platforms could be easily used both for on-campus and distance education. This dissertation presents an evaluation of a digital repository of interactive multimedia content in the field of Heat and Power Technology: Computerized Educational Platform (CompEdu HPT). The platform evaluation consisted of integration of the tool into the university curriculum and then collection of feedback from students and teachers. The evaluation concerned usefulness of the platform for learning, aspects of instruction improvement, collecting observations about how the platform is used by students, as well as their opinions about the IT application direction chosen. The methods included: online feedback forms, questionnaires, interviews, discussions and observations. The evaluation demonstrated that the main strength of the platform is the integration of learning materials in one portable package. The students appreciated structured and logically arranged information that was available for easy access. Coverage of a broad area of knowledge related to heat and power technology was also pointed out as an advantage with reflection on the very low price of acquisition of the materials. The most popular elements of the content in use included: simulations, lecture notes, the print function, the glossary, and calculation exercises. A major part of the students declared the high value of CompEdu in facilitating home study. Nevertheless, not all the students had a positive impression: around one-fifth of them did not find the platform useful and expressed preference for more traditional learning media. The majority of the negative opinions concerned content quality, which directly related to weaknesses of the content production and review process. The evaluation emphasized the importance of material quality and amount as the key issue for a good learning platform with relatively smaller importance of presentation forms. The evaluation also considered aspects of functionality from the user point of view. Differentiation between popularity of simulations showed that simulations used by teachers during lectures have higher educational value than those for individual use only. The popularity of the printing option indicated a need for adaptation of digital materials for paper publishing. The general conclusion for practical use of multimedia tools in education was that high usability and simplicity of information access should be the focus point of any chosen approach in the direction. The CompEdu evaluation suggested that after thorough content review and addition of an efficient search mechanism the platform can successfully deliver rich learning content. The platform gave an extensive real-case illustration of how multimedia can be used in educational practice. Due to the evaluation, the CompEdu e-learning group has collected rich experience and know-how in the field of active knowledge repositories. The experience will be used for development of a more sophisticated learning platform working in the global Internet environment with major focus on information accessibility by easy search. / QC 20101129

Yes / The Final Year Project is an integral part of an engineering degree programme. At the University of Bradford's School of Engineering, Design and Technology (SoEDT), the project spans two semesters and is worth 30 credits or the equivalent of 300 hours of work. A student works under the guidance of a supervisor on a particular topic that usually involves some experimental activity, and is required to apply a variety of personal and technical skills as part of the project process. At Bradford, the Final Year Engineering Project (FYEP) concludes with summative assessment, in terms of a technical report and poster presentation, both of which occur at the end of the second semester. For most students the FYEP represents a new way of working, while the nature of supervision can vary from hugely rewarding to very disappointing. There is possible scope for improving the FYEP experience, from the perspectives of supervisor and student, through the use of e-portfolio tools, which make use of the Web to provide the means for maintaining communication, monitoring progress and developing a student¿s skills portfolio. If e-portfolio tools are to be considered as a possible integral part of the FYEP process, then an appreciation of the current FYEP experience among students and supervisors must first be gained. In this paper, quantitative and qualitative results are presented based on face-to-face semi-structured interviews with academic supervisors and responses to on-line questionnaires from supervisors and final year engineering students at the SoEDT. The results provide an insight into the practices and techniques employed as part of the FYEP, and identify where training is needed to develop particular project skills. The results provide a basis for the development of an e-portfolio application that supports the FYEP experience, which is introduced to conclude the paper. / National HE STEM Programme

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Business information systems (BIS) comprise technological (e.g. programs), informational (e.g. content) and social artifacts (e.g. collaboration structures). Typically, such systems are constantly and collectively developed (co-developed) further by a variety of individuals within the organization. By recognizing these varying types of actors (concerning their goals, technical expertise and language means) and their predominantly developed artifact type, one can distinguish two types of subsystems: technical subsystems wherein the development of the system behavior is conducted by software developers; and business subsystems dominated by end-users developing informational artifacts. So far, co-development structures within and between these subsystems are not well understood, especially the aspect that - potentially driven by appropriate measures such as the provision of domain-specific languages - co-development might shift between these subsystems. This paper presents an approach for characterizing the co-development of real-world BIS with respect to direct participation from different kinds of contributors. This multilayered approach allows us to analyze the co-development with programming languages, domain-specific languages and end-user tools. The approach is suited to assess the direct participation of individuals from different subsystems in the development of evolving BIS. We focus on the intersection of these subsystems, present appropriate metrics and a multilayered analysis scheme. Contributions to artifacts are analyzed using social network analysis to detect structural properties of continuous co-development. The application to Learn@WU, a real-world BIS, demonstrates how end-user enabling technologies have shifted the co-development effort of the system from a small group of developers to a several orders of magnitude larger group of contributors. We observed an increase of direct participation over time on both informational and executable artifacts, while the number of technical experts was more or less constant. Our approach may act as a trigger for the application and further development of rigorous instruments for assessing co-development of BIS. (authors' abstract)

This case study instantiates longitudinal change over a two year period by examining the role of School Situated Sustained Professional Development (SSSPD) on the evolution of the participant's practice. The participant was a secondary science teacher who emerged as an exemplar in integrating Technology Enhanced Formative Assessment (TEFA) pedagogy into her practice, which was facilitated by personal response systems (PRS). The research question was: What could be revealed about the impact of SSSPD by studying teacher learning of a teacher who emerged as an exemplar? The participant was one of ten teachers learning the TEFA pedagogy. Professional development (PD) that facilitates change in teachers' practice and that sustains those changes over time is critical. Findings were triangulated from seven quantitative and qualitative data sets including monthly surveys, lesson observations, journal entries, interviews and action research sessions. The major findings of the study were: (1) implementing TEFA led to changes in the participant's practice, and (2) the SSSPD model was instrumental in the participant learning how to implement TEFA. Findings also revealed changes in the participant's beliefs, teaching strategies and in her modification of TEFA. Eight elements of teacher change were identified which were used to develop the Elements of Teacher Change in Adoption of Pedagogy (ETCAP) model. Gaining a better understanding of the SSSPD model and its potential as an effective model for PD is dependent on proving its effectiveness in promoting teacher change and sustaining that change over time.