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This research investigates a model for developing meta-cognitive tools to be used by pre-service teachers during apprenticeship (student teaching) experience to operationalise the epistemological model of Cook and Brown (2009). Meta-cognitive tools have proven to be effective for increasing performance and retention of undergraduate students. Postulating that the student teaching experience is a new type of learning ñ learning about practice (knowledge in action), instead of learning curriculum or pedagogy (knowledge possessed) ñ we suggest that a meta-cognitive tool set may prove similarly useful. Before studying the effectiveness of a tool set, however, a model which enables different programmes to evolve and develop appropriate tools is necessary. This case study research explores a model for the development of a context-specific tool set over 18 months, incorporating user feedback, researcher reflection and multiple-tool development. The model showed promise as a starting point for understanding and operationalising complex interactions with theory and practice.
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Buntting, C., Coll, R., & Campbell, A. (2006). Students views of concept mapping use in introductory tertiary biology classes. International Journal of Science and Mathematics Education, 4(4), 641
One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (Control Group) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student’s Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents’ feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning.
Georgios C. Baltos, Filippa S. Chomata, Ioannis G. Vidakis and Janis Balodis
This paper highlights the effectiveness of several modern training tools that could be applied within the context of training organizations, aiming towards the introduction of theoretical and practical fields, like the assessment of critical risks, the impact of time pressure and the importance of situational awareness, into the contents of a training course. The first part deals with present training tendencies and tools like distance and technology-based learning, while it is highlighted that knowledge management has gone through a deep and wide re-orientation. Quality assurance issues regarding education are also of great significance. The second part then studies the psychology of serving in combat or irregular crisis situations. It is about the particularities that compose the military, business or civil protection reality, resulting in new approaches of training courses that pursue excellent performance, particularly in dynamic and changing with high-velocity environments. Concepts like shared-ness of information, maturity in leadership decision making and cognitive task analysis can all determine a new domain of acceptable measures for crisis management training at professional level. The scope ranges from a routine organizational context to rapid response in a larger-scale emergency under pressure, requiring respective training adjustments.
The role and importance of situational methodology as one of the pedagogical tools of influence on the formation of socio-ethical values of future managers in higher schools of Ukraine and Germany have been theoretically substantiated. The possibilities of situational methodology influence on the formation of socio-ethical values of students - future managers of economic sphere in higher schools of Ukraine and Germany - have been revealed. The most important functions of the interaction of a future manager with staff have been considered. Special pedagogical factors which have an impact on students’ understanding of socio-ethical peculiarities of professional activity have been analyzed. Professionally directed situations as one of the important pedagogical mechanisms that contribute to enhancing the socio-ethical activity of the students have been considered as well as their ability to participate in meaningful, professional interaction on the basis of professional activity in deterministic situations. It has been proved that the formation of socio-ethical values by means of applying situational methodology requires modeling of situations that would activate students on finding and explaining the so-called socio-ethical and pedagogical factors that occur in professional activity. Direct and inverse relationship between the personality of a future manager and socio-ethical values of a personality in the profession of manager has been revealed. It has been proved that the managerial socio-ethical values is a reflection of a system of ethical knowledge and practical recommendations which regulate the activities of individuals in the professional community and is aimed at receiving maximum efficiency from the economic activity. In this regard two components - the professionalization of students and the formation of their socio-ethical values - make up quite multifaceted educational-upbringing process in higher schools of Ukraine as well as of Germany
Emmanuel Ufuophu-Biri and Lucky Ogheneruemu Ojoboh
Mobile phones have become very popular among people in different countries of the world and apart from the traditional role of making and receiving of calls; they have been adopted for several other uses. Its use for those activities tends to pose challenge to the conventional media tools that are used traditionally to perform those activities. The study thus aims at determining the pattern of mobile phone usage by students of Delta State University, Abraka; their preference pattern for mobile telephone and conventional media tools in carrying out certain activities; and the implication of their use of mobile telephone on conventional media toolsThe study adopted the Technology Acceptance Model (TAM), which explains how a person comes to accept and use an information technology. Survey and questionnaire were used as the research method and instrument respectively. The data were analyzed with descriptive statistics. The study found that the students preferred using mobile phones to perform tasks that were originally performed with conventional media tools; and the use of mobile phone by the students also suggested a diminishing patronage of conventional media tools. The study recommends that providers of those conventional media tools should improve on their services to avoid losing patronage, and they should make their products and services adaptable to mobile phone users in order to boost patronage.
Nataliia Morze, Artur Kocharian and Eugenia Smyrnova-Trybulska
This article examines ways of improving the quality of higher education in Ukraine in context of European quality standards for University educational space. The European standards and guidelines are considered in relation to internal quality assurance. The paper describes interdependence between the education quality of the University and the ICT competence’s level of its educators. It presents the indicators to achieve internal quality standards in educational process. There are results from the questionnaire of the Borys Grinchenko Kyiv University’s educators about dependence between the level of educators’ ICT competency formation and the quality of educational services. We describe the model of ICT competence corporate standards for the educators developed in the Borys Grinchenko Kyiv University. There are also presented the indicators and tools to measure the level of educators’ formation in the corporate standards.
Oksana Shelomovska, Lyudmyla Sorokina and Maryna Romanyukha
MORZE N.V., GLAZUNOVA O.G. Formation and evaluation of IT competences of academic staff during the implementation of distance learning. Inform. Technologies and teaching aids, electronic journal, 2012, № 6.
MORZE N.V., KOCHARYAN A., VARCHENKO-TROTSENKO L. Webinars as a tool for teachers. Information technologies and means of teaching, 2014, Vol. 42, №4, P. 118–130.
PETRENKO T.A. The use of ICT in teaching university law students. Bulletin of Chernihiv National Pedagogical University named after Taras Shevchenko. Coll. scient. papers
Nwachukwu Prince Ololube, Teinye Briggs, Peter James Kpolovie and Salome Uwaoma Ezindu
: Sage Publications.
Mingat, A., & Sosale, S. (2003). Assessing policy options for teacher training and pay. In A. Mingat, J. Tan & S. Sosale (Eds.), Tools for education policy analysis . New York: World Bank.
Nonoyama-Tarumi, Y., & Bredenberg, K. (2009). Impact of school readiness program interventions on children′s learning in Cambodia. International Journal of Educational Development, 29 (1) 39-45.
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