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The advancement of information technology facilitates learning and teaching. In recent years, integrating learning robots/companions in school learning settings seems to become a new trend. For examples, AIBO, a robotic dog, was used in Math class to assist students learning the concept of operation in Taiwan (Hsu, Chou, Chen,Wang & Chan, 2007). Dooly, another example of a robot, was used in English class for helping learners concentrate attention on learning in Korea (Lee, Lee, Key & Ko, 2008). Research (Draper & Clayton, 1992) indicates that students paid more attention to the learning subject by using educational robots than a tape recorder and, furthermore, learning feedback could be interactive and immediate with the assistance of automatic speech recognition (Warschauer, 1996). This study was a preliminary study to understand students’ perceptions of tangible learning robots/companions in learning English conversation context. The results will inform a joint research project on how to well design and produce a series of tangible learning robots/companion tailored to the actual needs of the target learners in elementary school settings in Taiwan.
Dr Ana García-Valcarcel is Professor at the University of Salamanca, Doctorin Education Sciences. Director of the Department of Teaching and school organization. Researcher on issues of educational technology and teacher training for integratin ICT in education. Coordinator of Educational Tecnology PhD. Address for correspondence: Dr Ana García-Valcarcel, Universidad de Salamanca—Didáctica, Organización y Métodos de Investigación, Paseo de Canalejas, 169 37008 Salamanca Salamanca Castilla y León 37008, Spain. Tel: +34 923 294630; email: anagv@usal.es
Although e-learning has been thoroughly presented and analysed in recent years, this paper aims to present a new concept, about web-based learning used as a tool to provide ‘products’ education’ for customers, and the ways enterprises of the financial sector, may use it in order to promote their brand name and services by affecting crucial factors like customer’s trust and loyalty.
Encouraging formative peer review via social networking sites
Editorial: Learning objects in progress_1130
In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real-world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross-disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice.
Emergent research indicates that electronic portfolios (ePortfolios) can have a positive impact on the learning experience, but there are significant challenges—pedagogical and technological—which may limit their effectiveness. This paper contributes to research by providing further evidence about such challenges from the tutor perspective and offers suggestions about how institutions may address these issues. The paper draws upon 23 semistructured interviews conducted with tutors in a range of subject areas, from Scottish further and higher education. Tutors were positive about the role that ePortfolios could play in the learning environment to encourage personal development and a more reflective approach to studies, assist student transition and, in some cases, support assessment. Concerns were raised, however, relating to moving paper-based assessed portfolios online, the legal issues of implementing an ePortfolio and the technical robustness and flexibility of systems. Barrierswere identified regarding tutors’ lack of understanding about personal development and reflection, and their role in the academic environment, initiative fatigue and lack of access to information technology. It was felt that these could be overcome, especially with long-term institutional commitment, significant staff development and the creation of tutor support networks. These findings should assist academics, staff developers and managers to implement an effective institutional ePortfolio solution.
There is a growing body of research literature that considers how the mode of assessment, either computer-based or paper-based, might affect candidates’ performances. Despite this, there is a fairly narrow literature that shifts the focus of attention to those making assessment judgements and which considers issues of assessor consistency when dealing with extended textual answers in different modes. This research project explored whether the mode in which a set of extended essay texts were accessed and read systematically influenced the assessment judgements made about them. During the project, 12 experienced English literature assessors marked two matched samples of 90 essay exam scripts on screen and on paper. A variety of statistical methodswere used to compare the reliability of the essay marks given by the assessors across modes. It was found that mode did not present a systematic influence on marking reliability. The analyses also compared examiners’ marks with a gold standard mark for each essay and found no shifts in the location of the standard of recognised attainment across modes.
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