Climate Change - The Science (Part A)
Professor and Director of the UC Irvine Environment Institute Michael J. Prather delivers the first lecture in Earth System Science 280: Sustainability Science on Wednesday, September 29, 2010.
Climate Change - Part C
Professor and Director of the UC Irvine Environment Institute Michael J. Prather delivers the second lecture in Earth System Science 280: Sustainability Science on Wednesday, October 20, 2010.
Electronic Instrumentation and Laboratory of Electronic Instrumentation
Firstly, the course begins with an introduction to Instrumentation Systems to solve the problem of measurements of physical systems, how to analyze experimental data and metrological aspects. Secondly, analog signal conditioning is presented along the main electronic circuits used and the influence of noise and interference in order to design such circuits. Thirdly, several sensors and electronic and optoelectronic transducers are described attending their electronic and optical characteristics
Specification of Requirements and Success Factors for Corporate e-Learning User Interface Requiremen
We started by mapping the state of the art in personalized adaptive learning and requirements of professional learning in D1.4/D1.6. Five key user roles have been identified and for each role scenarios and use cases have been introduced. These use cases form the basis for derivation of requirements. Realization of corporate training by e-learning means can save costs, streamline business processes, as well as bring new approaches to learning and training. The new training methods can help the en
Lecture 22 - 11/12/2010
Lecture 22
Pre-Service Teacher Training in Mathematics Using Tablet PC Technology
This study focuses on the use of innovative Tablet PC technology in learning and teaching mathematics. Specifically the effects of incorporating Tablet PC technology in pre-service teachers' mathematics education were analyzed. The significant impact of technology use in mathematics education was assessed by evaluating and comparing students' final project and course grades. Grade performance of two groups of students was compared. One group was the treatment group where students extensively use
Conducting a Joint Course on Software Engineering Based on Teamwork of Students
For the previous six years, under the auspices of the ``Stability Pact of South-Eastern Europe'' and DAAD, a joint project for developing a course in ``Software Engineering'' has been conducted. The intention of the project was to enable usage of shared materials for software engineering courses at a wide range of universities in participating countries. During school-year 2004/05, for the first time the same course, with the same case study, and the same assignments has been conducted at the Hu
Using and Enhancing a Normalized IMS-LD Description to Support Learners in their Appropriation of a
The general context of our work is the support that can be proposed to a distance learning student in order to appropriate a curriculum to him. In this paper we explore how the IMS learning design (LD) norm can be used to address this issue. An LD model of a curriculum permits the construction of tools that allow a student to visualize different points of view on the curriculum items, annotate his progression in the activities or build individual projects. We present what can be done with an LD
‘Open source information society from beginners to advanced’ in the Hungarian education - The poss
These days, special emphasis has been put on the importance of the ICT competencies in the teacher training. The most effective way of developing these competences is to integrate well the proper technologies into education. In our Institutions we have used the Moodle Learning Management System for years. This presentation points out the potentialities of Moodle including other open source and web based learning applications.
Developing SCORM-based Courses for Avicenna Virtual Campus
Avicenna Virtual Campus (AVC) is UNESCO-led, multi-cultural EUMEDIS pilot project. It involves partners from sixteen Euro-Mediterranean states. Each partner contributes through a node called Avicenna Knowledge Centre (AKC), which produces e-courses and e-learning objects. For seek of interoperability, partners setup a pedagogical standard to guide the production process of learning objects. Further more, researchers adopted and recommended SCORM as a standard model for structuring learning objec
ICT use in school: vision and performance measures
The implementation of ICT in schools requires a vision on ICT use in school, the formulation of clear strategic goals, and the planning and organisation of the use of ICT in school.
The pursued goals are those points we want to reach for the learner by setting up ICT use in school. At the same time the pursued goals are the results of using ICT as expected by the stakeholders, being the learner, the teacher, the ICT coordinator, and on an indirect way the parents, the environment and the funding
Implementing Blended Learning for 1000 Mechanical Engineering Students
The module Techniques of Programming of the RWTH Aachen University is one of five case studies within the EU funded project Blend-XL – Finding a Balance in Blended Learning with eXtra Large Students Groups. During the project the module changed from a face-to-face module into a blended learning one. Therefore a blended learning concept has been developed which includes a special virtual learning environment. With the help of the blended learning concept the main problem areas of this module, th
Changes in education: implications for teacher education.
This communication present the implication of the introducing of ICT in teacher training education, at the IUFM of Grenoble.
E-Learning Glossary
The E-Learning Glossary contains over a thousand specialized terms in French and English. These terms designate three sets of conceptual clusters. The first set covers educational practices, such as structure and delivery of knowledge, curriculum design, use of pedagogical tools, learning and teaching strategies. The second set deals with the players, namely learners, teachers, teachers’ aids, service providers, content designers and developers. The third set covers the ways and means by wh
Implementing the Challenge Based Learning in Classroom Scenarios
Our Challenge Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Within the COLDEX project, a number of remote sites which gener
Building Bridges within Learning Communities through Ontologies and "Thematic Objects"
Communication through artefacts, in the sense of objects (co-)constructed by learners, is a well known mechanism in synchronous shared workspace environments. In this article, we explore the potential of extending this principle to heterogeneous, anonymous and asynchronous learner communities by drawing on existing work, e.g. in the areas of "social navigation" and recommender systems. A new ingredient is the description and provision of "thematic objects" embedded in a task/activity context. De
Building and Maintaining the Common Ground in Web-Based Interaction
In this paper, the main purpose is to explore how participants establish and maintain the common ground in the computer-based conferences. Previous studies assume that before the participants can reach the deeper level interaction and learning, they have to gain an adequate level of common ground (Dillenbourg, 1999; Baker et al., 1999; Veerman, 2000). Subjects were 68 pre-service teachers and 7 mentors from three universities who participated in the web-based conferencing course for eight weeks.
Gemeinsame Wissenskonstruktion in computervermittelter Kommunikation: Welche Kooperationsskripts fö
Goal of this study is the facilitation of participation and knowledge acquisition in cooperative, computer-mediated learning environments. Two cooperative scripts with respect to discourse contents and interaction were developed to pre-structure communication. Both scripts were analyzed with respect to their influence on participation and application-oriented knowledge in computer-mediated learning environments. The factors "content-related cooperative script" and "interaction-related cooperativ
Cooperation scripts for learning via web-based discussion boards and videoconferencing
Computer-supported collaborative learning often means that locally distant learners discuss a task via text-based discussion boards or videoconferencing. Collaborative learning, however, is often suboptimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. Collaborative learning environments may be improved by scripts that structure epistemic activities and social interactions of learners. Two studies are being reported t
Facilitating Knowledge Convergence in Videoconferencing Environments: The Role of External Represent
The study analyzed how two types of graphical representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical representation (content-specific vs. contentunspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partne
