October 2012 Volume 15 Number 4 - Educational Technology ...

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version of the middle school test site, which emphasized the use of bright colors and images intended for a middle school-age user. Figure 3. Middle school test site v.1 Overall satisfaction ratings were low (M=5.8, SD=1.72) on a 10-point scale (1 lowest, 10 highest). The students liked the banner and the pictures but disliked the overall color and coordination of colors and graphics. The second high school focus group used the first iteration alpha version of a high school website (v.1). The site was rated slightly higher (M=6.2, SD=2.62) then the first test. Students liked the ability to play music on the site and the overall access to information. Conversely, they found the site was generally “boring” and needed more “wow” colors and interactivity. Computing & IT Fields Computer Engineering >> Computer Science >> Information Systems >> Information <strong>Technology</strong> >> Software Engineering >> Did Ya Know??? • 1.5 million jobs by 2014! • Average salary over $40,000 year! • Diverse, exciting, high paying AND beneficial to society! Drive into Your Future! Figure 4. High school channel mock-up v.1 95
The middle school site followed a similar iterative design path. The initial middle school focus group (n=7) was a full point higher (M=6.7, SD=.756) than the high school group. They liked the colors and graphics but disliked the density of the information, the organization, and the colors, which they felt “did not go well together.” Based on this feedback, the color coordination was refined and new graphics were added, representing a beta version .5. Figure 5. Revised middle school channel v.5 After refining the site’s colors and adding additional images, the site was retested with two additional middle school focus groups. The first group was comprised of 7 th grade girls (n=16) and their mean rating unexpectedly was 2.5 points lower (M=4.2, SD=1.24) than the initial focus group ratings. They found that although the information was good, the new color scheme was dull and they complained of the lack of interaction or use of multi-media. Another middle school group was comprised of 8 th grade boys (n=5) and the site also received low ratings (M=4.4, SD=1.25). They liked the information and personal testimonials, but also cited the color and overall “dullness” of the site as major concerns. Second design iteration of middle and high school channels—Youth as design partners The design team revisited the literature to identify major design flaws behind the beta versions. What became clear is that neither the pervasive usability design process nor Druin’s (1999) child design model, which suggested youth must be design partners from the very beginning stages of design and development, were accurately implemented. As a result, three middle school students and four high school students were brought on as design partners to help redesign both youth sites. The high school student advisors found the design was “too mature looking,” “too professional” in appearance, used “dull colors,” and too boring. Reviewing best practices identified from the literature, major elements were absent. A checklist comprised of best practices (see Tables 1 and 2 below) was created and design elements were identified in collaboration with the youth design partners. With their input, interactive features such as mouse over rollovers, a blog, and links to several online job assessment quizzes were added. The new high school design received increasingly higher ratings over three design iterations: M = 6.75 (SD = .957), M = 7.1 (SD = .629), and M = 8.0 (SD =.500), respectively, a full 2.0 points higher than the previous focus group ratings. Chi-Square analyses, 2 (4, N = 26) = 12.92, p = .059, however, found that the null hypothesis could not be rejected at the .05 threshold, which suggests that the differences in ratings may have occurred by chance and were not statistically significant. 96
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October 2012 Volume 15 Number 4
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Supporting Organizations Centre for
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Peer Evaluation in Blended Team Pro
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The contribution entitled “Semant
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with the group exploration activity
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Data collection This study collecte
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Table 2. The mind mapping activitie
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On the contrary, the students in th
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Elwart-Keys M., Halonen D., Horton
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Zualkernan, I. A., Raza, A., & Kari
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In summary, a large base of school
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Usability deals with how easy it is
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As Figure 5 shows, the adoption mod
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Adoption Factors of Adoption An ari
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that the particular way of using th
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Stoyanova, E. (2005). Problem posin
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The impact of peer assessment has b
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e used for the setup of diagnostic
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RQ2: Does assessing solutions of ot
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Both components, authoring tool and
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Supervision We enhanced the player
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Stepanyan, K., Mather, R., Jones, H
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international group of experts and
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1. Web application development over
Page 49 and 50: In Mike’s terminal window, run
Page 51 and 52: Chen, L.-C., & Lin, C. (2007). Comb
Page 53 and 54: To address these drawbacks some app
Page 55 and 56: LOM LOM objects Universia RDF repos
Page 57 and 58: Obtain DBpedia categories. In this
Page 59 and 60: This is not the usual result since
Page 61 and 62: The algorithm returns a set of DBpe
Page 63 and 64: shows. However, the benefit of expl
Page 65 and 66: Conclusions An approach for the ext
Page 67 and 68: Zhao, G., Ailiya, & Shen, Z. (2012)
Page 69 and 70: Apart from these, a project “SimS
Page 71 and 72: Autonomy is related to the sense of
Page 73 and 74: practice” for practicability, and
Page 75 and 76: secondary school students in Singap
Page 77 and 78: desirable; the event endurer is the
Page 79 and 80: Gartner, A. (1971). Children Teach
Page 81 and 82: experience and the guidance which i
Page 83 and 84: is further augmented with the numbe
Page 85 and 86: shown in the central part of Figure
Page 87 and 88: useful when choosing a learning pat
Page 89 and 90: competences helped them to specific
Page 91 and 92: model (Maier & Schmidt, 2007) as an
Page 93 and 94: Margaryan, A., Milligan, C., Little
Page 95 and 96: Being a Digital Native, however, is
Page 97 and 98: Pre-adolescent information seeking
Page 99: The significance of the study rests
Page 103 and 104: A similar process for the middle sc
Page 105 and 106: have developed a new design model
Page 107 and 108: Davidson, J., & Wright, J. (1994).
Page 109 and 110: Mostmans, L., Vleugels, C., & Banni
Page 111 and 112: productive and needing more time to
Page 113 and 114: the location of computers: In eleme
Page 115 and 116: Accordingly, informants in the BOM-
Page 117 and 118: Goodman, L., MacCallum-Stewart, E.d
Page 119 and 120: Chen, M.-Y., Chang, F. M.-T., Chen,
Page 121 and 122: information systems (system quality
Page 123 and 124: participant’s usage intentions we
Page 125 and 126: service quality of IS functions. We
Page 127 and 128: the e-Portfolio system. Therefore,
Page 129 and 130: other colleges/universities to avoi
Page 131 and 132: Cho, C.-W., Yeh, T.-K., Cheng, S.-W
Page 133 and 134: them search for resources, they wer
Page 135 and 136: A user’s tags can be visible or i
Page 137 and 138: a month. Note that, since social ta
Page 139 and 140: (Fujimura et al., 2007). The aim of
Page 141 and 142: Rainie, L. (2007, January 31). 28%
Page 143 and 144: Moreover, teacher pedagogical belie
Page 145 and 146: However, Singer and Maher (2007) ex
Page 147 and 148: Data analysis After collecting data
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places to develop teaching skills,
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Kajder, S. B. (2005). Preservice En
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Huang, Y.-M., Liu, C.-H., Lee, C.-Y
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organized in a didactic way that co
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Front-end subsystem A front-end sub
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possible location of the visitor, t
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Procedure Figure 7. The participant
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Results of user satisfaction evalua
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Table 8. The comparison of the PSQ
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system for recommendation purpose i
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affiliation network models as a col
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Choosing the most suitable viewer i
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visualization, user-friendly operat
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Figure 3. Example of cutting tool w
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imported in Adobe Acrobat Pro Exten
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10 points, if it fully meets the re
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The overall competitive assessment
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Ramos Barbero, B., García Maté, E
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connected devices such as iPods and
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The common constructivist themes su
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Data analysis Data was gathered fro
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...I do my downloads through iTunes
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podcasts. In Case Study 2, although
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Rüdel, C. (2006). A work in progre
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issues in undergraduate economics c
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money market affect the equilibrium
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Through the simulation program the
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However, group A presents a better
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Thus, we can confirm the advantages
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Clark, D., Nelson, B., Sengupta, P.
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centered approach to learning inste
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Research question and population Th
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Learning effectiveness was analyzed
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that have turned experimental equip
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Lee, H.-J., & Lim, C. (2012). Peer
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Message Analysis Frameworks Existin
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social messages, whereas the latter
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This finding has significant implic
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These results imply that students e
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Lee, H.-J. & Kim, I. (2011). Develo
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We have successfully experimented o
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Figure 1. Analysis of the XO-1, the
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Figure 4. The most popular coping s
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other way too, when children were a
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judge or ridicule them. It is impor
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Acknowledgements This research rece
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Tambouris, E., Panopoulou, E., Tara
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participatory or collaborative prac
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My Desk is a workspace personal to
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While the notion of grouping learne
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Teacher controlled Teacher controll
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opinion of collaboration facilities
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Acknowledgements Work presented in
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Tsai, P.-S., Hwang, G.-J., Tsai, C.
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owsing, title browsing and author b
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The simple search function Figure 4
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The author browse function Figure 8
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Comparisons of usage feedback betwe
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Conclusions In the past decades, va
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Appendix A: The final version of qu
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as validity should be investigated.
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of the assessment results across th
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Figure 1. Teachers were allowed to
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Table 3 summarized the Pearson’s
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achievement test scores. Given thes
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Russell, J. D., & Butcher, C. (1999
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Attitude 4-5. Reflection on peer pe
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universities participate in new mar
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Agreement on a joint diploma/degree
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1. Awareness of the benefits for st
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Institutional resistance to change
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Business model A business model can
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The identity provider is responsibl
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Sample scenario Business layer The
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executed to fulfil collaboration ag
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Cadima, R., Ojeda, J., & Monguet, J
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Centrality metrics measure the exte
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Results Social Networks During the
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performance of the executives educa
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Song, S., Nerur, S., & Teng, J. (20
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We also propose a specific implemen
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assessment outputs gathering during
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is an authoring platform created wi
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Figure 4. Example of an assessment
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ate of errors in “Level 3” foll
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The evaluation of reusing pedagogic
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Shute, V. J., & Spector, J. M. (200
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Literature Review Cognitive apprent
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questions. Meta-Analyzer has been r
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presentation as a conclusion. Simil
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Interaction effect between cognitiv
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References Abouserie, R., & Moss, D
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Oloruntegbe, K. O., Ikpe, A., & Kuk
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Young, M.-L. (2012). An Exploratory
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use is simply an expedited form of
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In order to elicit narratives about
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Findings The study shows that deliv
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With the changes in the teaching en
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Bostrom, R. & Heinen, J. S. (1977a)
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Lindgren, R., & McDaniel, R. (2012)
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those that allow for less agentic a
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whether the adoption of a novel des
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AEM Course Features. A subset of po
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Figure 4 shows the average pre and
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Ford, M. (1992). Motivating humans:
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Liang, T.-H., Huang, Y.-M., & Tsai,
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TSL1: Teacher as a coach TSL2: Teac
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instructional event (the upper part
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Table 3. The results of the chi-squ
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simultaneously complied with ISL an
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Finally, several pedagogical implic
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Hung, C.-M., Hwang, G.-J., & Huang,
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theory of Piaget (1950) and the soc
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Learning activities The unit of “
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subgroup in the control group neede
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When asked about the differences be
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Delialioglu, O., Cakir, H., Bichelm
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Anderson, T., & McGreal, R. (2012).
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This belief in the correlation of r
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and sometimes to compel, faculty to
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Part time versus full time faculty
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The open universities have a partic
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