CS7001A1

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Keengwe, J., Wachira, P., Onchwari, G. & Mandala, J. (2007). Active Pedagogical Tools to Support Effective E-learning Environments. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2060-2063). Chesapeake, VA: AACE.	View
The rapid advances in educational technology has allowed for the growth of collaborative e-learning experiences unconstrained by time and space. Even so, students do not learn from technology; they learn from competent instructors who have been trained to use effective interactive strategies to support e-learning outcomes. The purpose of this paper is to examine the role of constructivist teaching methodology to enhance e-learning environments.


Keengwe, J., Lawson-Body, A., Onchwari, G. & Arome, G. (2007). Empowering Students to Learn Effectively With Technology Tools. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2064-2068). Chesapeake, VA: AACE.	View
One primary task for educators involves determining how best to utilize available technology resources to enhance student learning. A U.S. Department of Education (2000) report that: "Teachers must be comfortable with technology, able to apply it appropriately, and conversant with new technological tools, resources, and approaches. If all the pieces are put into place, teachers should find that they are empowered to advance their own professional skills through these tools as well. (p. 39). This paper explores the benefits of learning with technology tools when appropriately integrated into teaching and learning to maximize student learning.


Brown, R. & Munger, K. (2010). Learning Together in Cyberspace: Collaborative Dialogue in a Virtual Network of Educators. Journal of Technology and Teacher Education, 18(4), 541-571. Chesapeake, VA: SITE.	View
Online discussion groups have become a resource for teachers seeking ongoing professional development. Despite their popularity, there has been little systematic investigation into the nature and quality of the dialogue that occurs within an unstructured virtual community to which participants voluntarily subscribe. In this study, we explored how The Mosaic Email Group supported teachers’ prospective learning, through the analysis of the depth of processing evident in members’ postings. Results from our analysis of members’ postings indicated that although the discussion group created a space where participants could share ideas, members rarely engaged in the depth of processing that is likely required to promote transformative changes in understanding or professional practices. We propose that the quality of learning might be enhanced if online participation involves responsive and flexible engagement in all four of Burbules’ dialogue genres.


Abdul Mutalib, A. & Shiratuddin, N. (2008). Usable But Not Entertaining e-Learning Material. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 11-19). Chesapeake, VA: AACE.	View
Interest in research related to experience-focused is growing. This paper looks into it by aiming to discover whether eLearning materials (eLMs) used in schools are easy to use and to investigate whether they are also entertaining the real users. Also it aims to deduce the results of the first two aims with previous works. All aims are achievable with the following steps. First, the eLMs are selected from those provided for use in schools. Then, a sample of fifteen real users is interviewed. Finally, results of both works are deduced. At the end, this study found that the eLMs are easy-to-use but are not entertaining. In addition we also hypothesize that users of eLM prefer to click less and watch more.


Semrau, P. & Boyer, B. (2008). A University Curriculum for a Second Life Course. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 179-184). Chesapeake, VA: AACE.	View
This paper describes a task-centered curriculum for a Second Life university course taught winter quarter 2008. The students were primarily K-12 teachers pursuing their master’s degrees in instructional technology, math education, or counseling. The hugely successful course took students from being Second Life newbies to builders within ten weeks. The curriculum emphasized scaffolding of learning skills and knowledge, and Harrington’s (2006) nine principles for successful “situated learning environments.”


Hasebrook, J. (2008). Imaginative Design: Experiments and Intuition in Web Design. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 1611-1619). Chesapeake, VA: AACE.	View
We are so used to accept new technologies being the driver of change and innovation in human computer interfaces (HCI) that almost all books and trend studies are filled with all kinds of exciting visions and developments of new computing facilities and their interfaces. However, I am not going to discuss energy-efficient, small and mobile devices, nanobots or ambient environments. I would like to focus on advances which I consider to be more fundamental because they will not create just the next technical trends and innovations, but they will pave they way how these innovations are derived, developed and turned (or rolled) out. I refer to this process of turning out innovations as a design process – or design, for short. I want to show – by the results of some recent experiments – that the idea of what a “device” is becomes more fluid and finally blends into something we might call “imagination”, letting us end up with more or less “imaginative designs”.


Liu, S.S.C. & Lin, E.M.Y. (2008). Using the Internet in Developing Taiwanese Students' English Writing Abilities. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 1770-1778). Chesapeake, VA: AACE.	View
How to enhance students’ English writing abilities is a great issue in Taiwan. Mastering English writing significantly help students enter a superior university, increase job opportunities, and study well in English-speaking countries. This paper will briefly discuss the development of computer and Internet technologies, and exemplify the beneficial effects from numerous websites and online resources which the authors have used to improve Taiwanese students’ English writing skills. Finally, this paper will present various interacting strategies the authors have discovered from the Internet which can be used to improve students’ writing interest and abilities by means of writing with netpals through chatting-like communicative writing. All of these help students to advance their English writing skills, which are important to their career and study in this English-as-a-lingua-franca world.


Naumanen, M. & Tukiainen, M. (2008). K-60 - Access to ICT granted but not taken for granted. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2241-2250). Chesapeake, VA: AACE.	View
A challenge is posed by the rapid demographic change – in case of the increasing elderly population – accompanied in concert with the transfer of public services and communication into the web-based activities. Especially elderly people need to have access to these new services – both having requisite skills and willingness – to use the equipment needed and understand the information offered. This paper tackles how to guide, motivate and introduce ICTs to elderly people from their own needs on. Focus is in informal learning: computer clubs and home education. The data is gathered from two senior citizens’ computer clubs in the cities of Joensuu and Pieksämäki, Finland, in years 2007 – 2008, and from a teaching experiment that took place in four households in March 2008. The results indicate that elderly people are eager and capable of learning computer skills, they appreciate individualized f2f-teaching and have a need to “staying in touch with the modern-day”.


Mendoza, S. (2009). The Trinity of Community: Google, Facebook and Twitter. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 3555-3562). Chesapeake, VA: AACE.	View
Web 2.0 applications can create a virtual platform from which individuals can engage, collaborate and contribute knowledge. Leveraging the power of the internet to create a convergence of community, this paper will show how the most popular web tools can bring together people in the virtual and real world. The trinity of tools used in this paper provide a foundation from which an individual, group or organization can communicate in a diverse, dynamic and global environment.


Miller, S. (2010). Reframing Multimodal Composing for Student Learning: Lessons on Purpose from the Buffalo DV Project. Contemporary Issues in Technology and Teacher Education, 10(2), 197-219. AACE.	View
In a study of urban secondary teachers moving out of professional development and into their classrooms, the research team documented the learning processes of teachers and student groups during their digital video composing to make sense of the curriculum. Taken together, these ethnographic case studies provide evidence that digital video composing can be a potent literacy tool that leads to increased student engagement and learning. Important to English educators is this finding: Learning to use and to teach digital composing can induce changes in teachers’ epistemology and social practices that promote changes in their teaching and student learning. In this article, a framework for a multimodal literacy pedagogy is elaborated, generated from these analyses of teachers changing over time. Teachers who have transformed themselves and their classrooms to enact student multimodal composing on curricular concepts have these transacting principles in common: They (a) design social spaces for mediating students’ multimodal composing activities; (b) co-construct with students authentic purposes for these composing activities about curricular concepts; (c) focus explicit attention to multimodal design and critique of multimodal texts; and (d) persistently open opportunities for students to draw on their identities and “lifeworlds” (Holland, Lachicotte, Skinner, & Cain, 2001).


Hsiao, Y.C. (2010). Case Study of Peer Review Application on Computer Graphics. In J. Sanchez & K. Zhang (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1355-1362). Chesapeake, VA: AACE.	View
This study used peer review theory on computer graphics for visual communication design students. The main purpose is to explore the effect and feasibility on amending design works each other. Four students were selected to be the cases of the study. They were required to design a logo and amend others’ designs and give comments for each design. After receiving peers’ amendments and comments, designer finally complete his/her design. Then we interviewed with each designer respectively to understand their perception and acceptance toward this instructional method. The result shows that four cases are all favorable of this way and consider it would be helpful to improve their visual thinking, even though peers’ amendments are not better. However it pushes them to rethink their design and maybe gives them more ideas. It indicates that peer amendment applied in the instruction of computer graphic design could be good way to spur designer’s creativity and also expand their visual thinking.


Petty, T., Hartshorne, R. & Heafner, T. (2011). Evolution of the Remote Observation of Graduate Interns. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 629-631). Chesapeake, VA: AACE.	View
The University of North Carolina at Charlotte’s College of Education has developed a 100% online teacher licensure program. Since the inception of this program, students and faculty have responded positively, however, challenges have arisen. These challenges are specifically related to the teacher observation process. The Office of Distance Education provided funding to begin a technology-mediated, remote observation of graduate interns (ROGI) program to address the need of observing interns geographically removed from the university. Since its implementation in Spring 2008, ROGI has evolved to address the changing needs of the College, K-12 Schools, and teacher education candidates. In this presentation, we will discuss the ways in which ROGI has evolved over the past six semesters.


Akhras, C. (2011). CMC in Business Courses: Are Students Today Digital Natives or Text Driven?. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1746-1751). Chesapeake, VA: AACE.	View
Business students are digitally-driven yet the business courses in the Faculty of Business Administration and Economics are text-driven. Proactive educational institutions are taking major steps in terms of building the technology infrastructure to integrate its students, especially bright technology-versatile students. It is held that Course Management Communication (CMC), a learning software, integrates educational tools online. The web-mediated technology practices bridge time, location, and distance. However, introducing Web 2.0 practices as learning activities may be challenging. The purpose of this study is to prove that through the teacher’s appropriate knowledge management on the CMC, it is easier to facilitate graduate and undergraduate business student’s performance success. Two critical components were addressed: CMC course assignment and student-teacher CMC interaction Case assessment was conducted. Implications and recommendations were made.


Federici, S. & Stern, L. (2011). A Constructionist Approach to Computer Science. In S. Barton et al. (Eds.), Proceedings of Global Learn 2011 (pp. 1352-1361). AACE.	View
The use of traditional introductory approaches to computer science needs to be re-evaluated in light of an increasingly technology-savvy cohort of students. New and powerful environments, such as Scratch from MIT and its descendents, provide an excellent base to develop novel approaches to learning computer programming based on constructionist learning theories. In this paper we describe a constructionist approach to introductory computer science that leverages on these new environments, motivating students to learn computer programming without the cognitive overhead usually associated with learning programming and computation. We then describe new tools we have developed that facilitate the extension of the constructionist approach to learning more complex concepts in computer science, bringing students to a deeper understanding of computer science concepts.


Code, J., Clarke-Midura, J., Zap, N. & Dede, C. (2011). Student Perceptions of Immersive Virtual Environments for the Meaningful Assessment of Learning. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 358-367). Chesapeake, VA: AACE.	View
The effectiveness of any educational technology depends upon teachers’ and learners’ perception of the functional utility of that medium for teaching, learning, and assessment. The Virtual Performance Assessment project at Harvard University (http://vpa.gse.harvard.edu) is developing and studying the feasibility of using immersive technology to develop performance assessments of middle school students’ scientific inquiry. This paper is a report of the initial findings of a study conducted with middle school students and their perceptions of the use of immersive virtual environments for assessment. We also present initial validation data for a newly constructed self-report instrument, the Meaningful Assessment of Learning Questionnaire for Virtual Environments (MALQ-VE).


Greaves, L. (2011). A survey of Higher Education students’ digital literacy skills: A tale from two Universities. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 773-782). Chesapeake, VA: AACE.	View
This paper presents the findings from a survey of students’ digital literacy skills, and their ownership and use of digital technologies in two UK Universities: Thames Valley and London Metropolitan. There is currently much interest in ensuring that students in H.E. acquire and apply the digital literacy skills that they will require to succeed as academics, in their personal lives, and in the world of work beyond. This paper focuses on initial research data from a project which has developed and embedded online resources within the curriculum to teach digital literacy skills. This initial research sought to find out students’ perceptions of their digital literacy skills and what digital technologies they use in their everyday practice. It provides a revealing insight into the current practice of these students, helping us to know more about the skills they bring with them to University and the types of activities they are already engaged in.


Kong, J.S.L. & Kwok, R.C.W. (2011). Knowledge Creation in MMOG: An Empirical Study. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1558-1568). Chesapeake, VA: AACE.	View
This study aims to empirically examine four modes of collaborative knowledge creation processes in Massively Multiplayer Online Game (MMOG) game-play, and their dynamic relationship with players’ engagement level, duration and perceived addictiveness. Although an increasing number of researchers explore the use of MMOG as a new generation of educational platform, the study for examining the empirical evidence of the occurrence and dynamics of collaborative learning behavior in MMOG is still under-researched. We use a self-report survey to collect quantitative data from World of Warcraft player and explore the aforementioned collaborative knowledge creation processes in MMOG grounded on Nonaka’s dynamic theory of organization creation. Our findings show a turning point at Level 40 with a significant change on Socialization and Combination mode. The paper ends with further analyses on Perceived Addictiveness which provide insights for future research.


Brugnolli, N., Prato, A. & Ronchetti, M. (2011). An automatic, Wikipedia-based multi-lingual university syllabi matcher. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1720-1726). Chesapeake, VA: AACE.	View
We address the problem of matching course syllabi across different universities, even though they are expressed in different languages. Based on an extension of the Explicit Semantic Analysis approach, we use the knowledge contained in Wikipedia as an implicit touchstone to discover relations among University syllabi. Using the Wikipedia interlink feature, we are also able to match syllabi expressed in different language. In the paper we briefly describe the technique, and report the results of a preliminary case-study.


Jones, J., Bennett, S. & Lockyer, L. (2011). Applying a Learning Design to the Design of a University Unit: a Single Case Study. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3340-3349). Chesapeake, VA: AACE.	View
Learning designs have been proposed as a possible support to lecturers’ unit design processes. The collection of exemplary learning designs, development of tools and design languages have been the focus of the majority of activity to date. Research has only begun to explore how documented learning designs can be reused to support lecturers’ design thinking and processes. Using a case study approach to gain understandings of these processes, the study reported in this paper followed the design, implementation and reflection phases of a unit designed with the support of a learning design. Findings indicate that the process of applying a learning design helped organize and deepen thinking about pedagogical connections within the unit; however, for an experienced technology user implementing a new unit, the learning design was reported to have minimal affect on the lecturer’s use and integration of technology.


Schnellert, G., Keengwe, J. & Agamba, J. (2012). Integrating active learning into instruction to support digital natives. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3063-3066). Chesapeake, VA: AACE.	View
Majority of learners in our classrooms are digital natives or Millennials – a category of learners who tend toward independence and autonomy in their learning styles. As a result, many instructors are faced with a primary challenge of understanding digital natives and supporting them to learn effectively. This paper highlights the need to integrate active learning into classroom instruction to support digital natives.

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