Effective Provision of Formative Feedback in an e-Learning Environment

Abstract

Formative feedback is a vital part of education. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. However, despite its importance, research suggests that a number of students do not value feedback primarily for reasons that relate to lack of motivation and difficulty in interpretation of the feedback comments. In this paper we present an e-learning environment that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and strengthen the quality of feedback through the method that it is communicated to the students. We suggest that an effective feedback communication method should integrate and facilitate a number of quality attributes in order to ensure that students engage with the feedback contents. We believe that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by integrating it into a an open source learning management system.

Provision of training for the IT Industry: The ELEVATE Project

Abstract

This paper presents ELEVATE that aims to deliver an innovative training, educational and certification environment integrating the application software to be taught with the training procedure. ELEVATE aspires to address the training needs of software development SMEs and the solution proposed is based on three basic notions: to provide competence training that is tailored to the needs of the individual trainee, to allow the trainee to carry out authentic activities as well as problem based learning that draws from real life scenarios and finally to allow for the assessment and certification of the skills and competences acquired. In order to achieve the desired results the ELEVATE architecture utilises an Interactive Interoperability Layer, an Intelligent Personalization Trainer as well as the Training, Evaluation & Certification component. As an end product, the ELEVATE project The ELEVATE pedagogical model is based on blended learning, the e-Training component (an intelligent system that provides tailored training) and Learning 2.0.

Towards a Pedagogical Methodology and Model for IT industry training: The ELEVATE Project

Abstract

In this paper we present a pedagogically documented approach and model that facilitates the specialised and personalised e-training of professionals and end-users in application software products. The main focus of our methodology is on blended learning, authentic learning and competence based learning. Via blended learning, face to face as well as online teaching is used. Moreover, there is an e-training solution that can be used either as stand alone solution, for teaching a particular competence or can be used as a support to face to face teaching (that is revisit a competence taught in face to face). The e-Training component of the ELEVATE environment uses authentic learning by utilising “live” software systems. Competence based learning is used to identify the competence gap as well as tailor the training that the individual learner needs to attain the competence required.

Proceedings of the 2nd International Conference on Entrepreneurship, Innovation and Regional Development

Conference Brief Description

The 2nd International Conference on Entrepreneurship, Innovation and Regional Development (ICEIRD 2009) provides an effective channel of communication between decision-makers (government, ministries and state agencies), researchers (universities, research and development centres, start-up centres and incubators), practitioners (SME leaders and managers) and persons concerned with the latest research, scientific development and practice on innovation and entrepreneurship in order to discuss topics that are of currency, relevance and significance for national competitiveness as well as sustainable, robust , and equitable regional development. For more details, please visit: http://www.seerc.org/iceird2009/

Promoting Computer Science Programmes to Potential Students: 10 Myths for Computer Science

Abstract

During the last decade, our involvement with discussing with potential students and their parents before they apply for an undergraduate Computer Science programme, made us realise that there exist patterns in people’s minds about Computer Science studies and profession. These patterns form misconceptions, which we identified as myths. In this paper, we present ten of them. We argue that these could be used as a promotion tool to attract potential students. Bearing in mind that Computer Science programmes all over the world have suffered a decrease in admissions, we believe that a good marketing policy that will lift public misconceptions about Computer Science will contribute to attracting more students to the discipline.

Facilitating Access to Distance Education: Pedagogically Driven Software Using Simple Technologies

Abstract

Information and communication technologies can enhance the teaching and learning process. Especially in a distance learning setting, ICT can be used to create effective courseware and learning environments that cater individual learning needs. While numerous technologies are available for the development of educational material, the use of technology should be driven by sound pedagogical principles. This paper discusses the development of courseware for a foundation course of a distance learning undergraduate computer science programme. It presents the design strategy that was followed for the development of learning material for a diverse group of adult students and shows how simple technologies can support pedagogical principles and create an effective learning environment.

Applying Pedagogical Considerations in Developing Online Material for a Distance Learning Computer Science Foundation Course

Abstract

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Towards an Ambient Course Management System: Facilitating the Creation of Student Personal Notes

Abstract

e-learning technologies have become an integral part of higher education academic institutions. Sophisticated course management systems efficiently integrate educational tools into a pedagogically sound platform that facilitates collaboration, communication and access to resources. The rapid advancements of ICT enable the constant evolution of such systems and their enrichment with new and innovative educational applications. This paper presents an educational tool that enables students to create and administer personal learning material but also facilitate cooperative and collaborative learning. The tool efficiently integrates into a popular open source course management system and provides a common space where a student can keep individual notes regarding a course. In all, this space could be viewed as a personalized learning space of the individual student describing activities, tasks and resources.

Pedagogical Considerations in Courseware Development: Supporting School ‘Comeback’

Abstract

Distance learning has reached a sufficient level of maturity that it has made it acceptable. Online teaching environments, multimedia educational systems and numerous forms of technology allow distance learners to engage in the learning process. However, adult students who are not very familiar with technology and have been away from school for many years may still experience difficulties especially during the beginning of their studies. This paper describes the design and development of courseware for an introductory course for a distance learning undergraduate computer science program. It discusses the pedagogical strategies and design decisions for providing sufficient and efficient support as well as instructional activities that can engage and motivate the novice learner. It proceeds by presenting the individual components of the courseware and how the design strategies were incorporated and finally it presents the architecture and technologies that were used for the development of the learning environment.

Is Blended Education in Computer Science Used by the Students?

Abstract

This paper describes how learning technologies, typically used in distance education, could be adopted and utilized in a face-to-face teaching environment. Design considerations for building this learning educational system are discussed and attributed to pedagogical principles. Initial results on the usage of this system in teaching Data Structures and Algorithms with C++, which are encouraging, are analyzed and presented.