Relevant bibliographies by topics / Communication Educational evaluation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Communication Educational evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Communication Educational evaluation"

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Zormanová, Lucie. "Gender in Educational Communication." Lifelong Learning 4, no. 3 (2014): 26–41. http://dx.doi.org/10.11118/lifele2014040326.

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The article deals with gender-stereotyped patterns of behaviour in educational communication at lower secondary schools in the Czech Republic. Theoretical background of the issue of pedagogical communication and gender stereotypes was followed by the presentation of findings of quantitative research based on audio record analysis. Research focuses on observations and evaluation of communication in a class and its aim is to find out whether there exists a relation between the pupil’s gender and his communication in the lesson. Results of the pedagogical survey are further compared to the results of previously realised Czech and foreign surveys.
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Regal, Robert A., John R. Rooney, and Teresa Wandas. "Facilitated communication: An experimental evaluation." Journal of Autism and Developmental Disorders 24, no. 3 (June 1994): 345–55. http://dx.doi.org/10.1007/bf02172232.

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Bettison, Sue. "Informal evaluation of Crosley's faciliated communication." Journal of Autism and Developmental Disorders 21, no. 4 (December 1991): 561–63. http://dx.doi.org/10.1007/bf02206880.

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Woodbury, Jean. "Advising with a Strong Assessment Component Helps Students Achieve their Educational Goals." NACADA Journal 19, no. 2 (September 1, 1999): 10–17. http://dx.doi.org/10.12930/0271-9517-19.2.10.

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Advising is a form of teaching that is inherently student centered and works well with a facilitated learning approach. Traditional methods for educational evaluation, such as Ralph W. Tyler's goal-based evaluation, Michael Scriven's goal-free evaluation, and Robert Stake's responsive evaluation, can be employed to determine how well students are achieving their goals. Formative and summative evaluations relying on ongoing communication and campus-wide collaboration are essential components of educational evaluation in advising. This article presents guidelines for evaluation that can be used in a variety of settings and illustrates the process by examining advising in an academic support program at a small New England college.
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Kovienė, Skaistė. "COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS’ EVALUATION." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 157–69. http://dx.doi.org/10.33225/pec/17.75.157.

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Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents’ collaboration and parents’ communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues’ abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data) and content analysis (empiric data analysis). Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents’ education improvement educational environment area, – pedagogues and parents’ communication and collaboration. Keywords: competence conditions, educational environment, parent education, communication and collaboration, parent involvement, pre-school education establishment.
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Bettison, Sue. "Correction to previous evaluation of facilitated communication." Journal of Autism and Developmental Disorders 22, no. 3 (September 1992): 451–52. http://dx.doi.org/10.1007/bf01048247.

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Patel, Kunden, Laura Roche, Nicola Coward, Jacqueline Meek, and Celia Harding. "Promoting positive communication environments: a service evaluation." Tizard Learning Disability Review 23, no. 4 (October 1, 2018): 192–200. http://dx.doi.org/10.1108/tldr-04-2018-0009.

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Purpose The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre- and post-intervention. Findings In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments.
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Silva, António, Álvaro Rocha, and Manuel Pérez Cota. "Electronic Booklet." International Journal of Information and Communication Technology Education 11, no. 4 (October 2015): 97–108. http://dx.doi.org/10.4018/ijicte.2015100107.

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This paper introduces a new method of communication between the school and the family, using an Electronic Booklet developed in the course of the authors' investigation project with the purpose of rendering the communication between both parties more effective. Today there is a general agreement, within educational sciences, as to the fundamental role occupied by the collaboration between the school and the family in the learning process and in educational success. With this Electronic Booklet, the communication becomes synchronous in a web environment. By logging in, educational actors can access a wide range of information: absences, behaviour, teacher advices, final grades, evaluation tools in each subject and corresponding evaluation, personal data, etc., eliminating the obstacles that hinder a successful collaboration between the school and the family.
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Kocakoyun, Senay, and Huseyin Bicen. "Development and evaluation of educational android application." Cypriot Journal of Educational Sciences 12, no. 2 (June 28, 2017): 58–68. http://dx.doi.org/10.18844/cjes.v12i2.1938.

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In this study, a mobile application was developed for courses at undergraduate level. The application has not only been developed and used, but has also been used practically for 8 weeks. In other words, the findings are based on a practical experience rather than a theoretical basis. This study aimed to determine the opinions of students who participated in the development and application process of an Android application named NEU-CEIT about the mobile learning environment, educational and sharing structure of the developed application. A total of 27 students participated and students were asked to upload the developed application and examine the content. Following the application, students were administered an environment evaluation questionnaire. Data of the research were collected with survey method. Data obtained in the research were analyzed through the views of experts. According to the results, it was revealed that outcomes related with the usage structure of the developed application were positive, educational structure of the application is appropriate to follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for communication. The results also showed that mobile applications will support education and increase motivation. This study supports that mobile applications improve academic achievement. Keywords: Mobile learning, android application, application development.
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Gorokhova, Natalia, and Irina Kubyshko. "Information and communication technologies in teaching foreign languages." SHS Web of Conferences 106 (2021): 04007. http://dx.doi.org/10.1051/shsconf/202110604007.

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The introduction of information and communication technologies in the modern educational process at all levels is widespread in the world. The algorithm of successful e-learning, peculiarities of using online formats as one of the ways of educational resource of foreign language teaching, criteria of platforms, and applications selection constitute the study’s relevance and its main goal. The author proposes a methodology of teaching a foreign language based on the use of technical means of information and communication technologies, its methodologically secured system of electronic ways of monitoring, control, evaluation, and the classification of online tools aimed at building the educational process. The described analysis of the foreign language teaching process based on the application of information and communication technologies is of scientific and pedagogical interest from educational information transmission in a non-linear format. The results obtained in the study can be useful for teachers in the implementation of the general management of cognitive activity of students, in communicative and advisory activities, holding mono-courses or collective projects developed by educational organizations.
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Dissertations / Theses on the topic "Communication Educational evaluation"

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Weber, Andrea Celeste. "Investigating comprehensive assessment plans in undergraduate communication studies programs." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4984.

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Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains iv, 107 p. Includes abstract. Includes bibliographical references (p. 88-93).
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Donmez, Ayca. "The Evaluation Of Communication And Customer Relations Training Program At Tepe Defence And Security Systems." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605671/index.pdf.

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The purpose of this study is to evaluate Communication and Customer Relations Training Program at Tepe Defense and Security Systems. The study also aims at exploring the learning level of the security staff, measuring the staff&rsquo
s reaction to the training program, finding out behavioral changes of the security staff which may positively affect the company. The instruments, an evaluation scale and two different case studies, were administered to 204 randomly selected security staff who have been working at Tepe Security in Ankara. Data was analyzed both qualitatively and quantitatively such as interviews, observation notes, frequencies, percentages, means, standard deviations, and the t test.
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Sedall, Courtney. "Gender Diversity in Academe: Communication Skills, Promotion and Leadership Opportunities Examined." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1579622075448592.

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Schwarz, Michael J. "An examination of institutional improvement on measures of out-of-class interactions between faculty and community college transfer students at bachelor's-granting institutions." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10193981.

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With the recent attention being paid to student success and student equity, as well as outcomes for historically and currently disadvantaged students including those who begin at community colleges, this study examines the extent to which positive changes have been observed that are favorable to community college student success after transfer. Data from the 2005-2012 administrations of the National Survey of Student Engagement (NSSE) are examined to determine the extent to which out-of-class student faculty interaction – a known contributor to student success – has increased over time for community college transfer students at a subset of bachelor’s-granting institutions. Corresponding data from the Faculty Survey of Student Engagement (FSSE), as well as IPEDS data, are used to identify institutional conditions that positively impact institutional change over a period of at least three years in a measure of out-of-class student-faculty interaction with community college transfer students. The overall purpose of the current study is to explore what baccalaureate colleges and universities can do to enhance the outcomes of students who transfer from community colleges. Results confirm that overall positive changes in out-of-class student-faculty interaction for community college transfer students have occurred in the group of institutions examined. In addition, the number of institutions that report an increase of practical significance in out-of-class student-faculty interaction for community college transfer students is about double the number of institutions reporting a significant decrease. Selected additional findings show that the institutional proportion of full-time undergraduates, as well a measure of campus support, help lay the groundwork for positive future changes in out-of-class student-faculty interaction for community college transfer students. Future quantitative and qualitative research is recommended to further examine the practices and attributes of institutions where positive changes in community college transfer student-faculty interaction have been observed.

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Suess, Alyssa Nicole. "An evaluation of generalization, renewal, and resurgence during functional communication training conducted via telehealth." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1769.

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Previous research suggests that differential reinforcement procedures may inadvertently strengthen problem behavior, resulting in treatment relapse (i.e., recurrence of problem behavior) when chges (e.g., intentional treatment withdrawal or treatment fidelity errors) are encountered following successful treatment. The current study evaluated one potential solution to the problem of treatment relapse based on the procedures proposed by Mace et al. (2010), which involved initially implementing treatment within a context with a minimal history of reinforcement for problem behavior rather than in the treatment context. Treatment relapse was then evaluated by conducting renewal and resurgence analyses at different points of time during treatment. Participants were four young children diagnosed with autism whose problem behavior was maintained by negative reinforcement. The children's caregivers implemented all procedures in their homes within multielement and reversal designs with coaching provided by a behavior consultant via telehealth. Interobserver agreement was collected on 34.2% of sessions and averaged 97.9% across participants. Following a functional analysis and an extinction baseline, functional communication training (FCT) was initially implemented in alternative contexts (i.e., play and neutral tasks) that had minimal history of reinforcement for problem behavior. This was conducted in order to strengthen manding and task completion without inadvertently strengthening problem behavior. I programmed for the generalization of mands and task completion by training sufficient exemplars (three alternative contexts) and programming common stimuli (picture cards, safespot, microswitch). FCT was then implemented in the treatment context (target demand), and extinction probes were conducted intermittently throughout treatment. Results demonstrated that problem behavior was reduced on average by 97.8% across all participants by the end of treatment. Treatment maintenance results showed that only minimal treatment relapse occurred. Clinically significant renewal of problem behavior only occurred with one participant, and little or no resurgence of problem behavior occurred for two participants during the first extinction probe. With minimal demand fading, resurgence was reduced during the second extinction probe for the other two participants. Manding and task completion generalized to the treatment context for most participants. These behaviors also persisted during the extinction probes showing that they were strengthened across treatment. Thus, these results showed substantial improvement in achieving maintenance than what has been achieved in previous studies evaluating treatment maintenance following FCT.
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Ryan, Anna Day. "An evaluation of changes in parent interaction quality as an indirect effect of functional communication training." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5839.

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Previous research has suggested that increases caregiver interaction quality may lead to subsequent reductions in child problem behavior. However, there is little research evaluating whether successful reductions in problem behavior through behavioral treatment may positively impact the caregiver-child relationship. The purpose of the current study was to determine whether successful implementation of an empirically validated, reinforcement based-treatment for children who display challenging behaviors (functional communication training, or FCT) leads to changes in caregiver interaction quality. A retrospective data analysis was conducted using assessment and treatment sessions conducted via telehealth for a federally funded research project (Lindgren & Wacker, 2011). Five caregiver-child dyads were included in the current study, and caregivers conducted all sessions while being coached on behavioral procedures via telehealth by a trained behavior specialist. No caregiver received any direct training intended to improve or modify caregiver-child interactions during playtime. Appropriate and inappropriate interactive caregiver behaviors were recorded throughout all playtime intervals during assessment and treatment. Results indicated that child problem behaviors were significantly negatively correlated with caregiver interaction quality for 3 out of 5 caregiver-child dyads; however, for 1 caregiver-child dyad, child problem behavior and caregiver interaction quality were significantly positively correlated. Additionally, positive increases in caregiver interaction quality rarely maintained throughout treatment. In conclusion, the results show that improvements in child problem behavior can favorably impact caregiver interaction quality. However, additional supports may be necessary to maintain these effects over time.
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Latham, Susan Ladd. "Parents' perceptions of communication practices with school professionals during initial years of special education placement." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0325102-161821/unrestricted/lathams2.PDF.

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Paterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.

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Thesis (MSc(R)) - University of Glasgow, 2008.
MSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.
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Love, Jill Annette. "Communication Apprehension in the Classroom: A Study of Nontraditional Graduate Students at Ohio University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363877519.

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Azzato, Ariana. "Experimental evaluation of an iPad-based augmentative and alternative communication program for early elementary children with severe, non-verbal autism." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181831.

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The purpose of this study was to evaluate the efficacy of a treatment package including a modified protocol of the Picture Exchange Communication System (PECS) implemented via an autism-specific iPad application. A multiple probe design (Horner & Baer, 1978) was replicated across four individuals with severe, non-verbal autism to investigate effects on requesting skills, natural speech production, and social-communicative behaviors. Results suggest beneficial effects, if implemented with high fidelity. The largest effects were on the participants’ requesting skills. All four participants were able to consistently request for desired items by activating the tablet device, and this skill was maintained after a six week break. Generalization probes suggest the newly acquired requesting skills generalize to untrained items. However, individuals may not be able to complete all phases of the modified PECS protocol. Facilitative effects are more noticeable for social-communicative behaviors than for natural speech production. For the three participants that made speech gains, these gains occurred when speech elicitation was more actively implemented. Such patterns are consistent with previous research on the traditional PECS protocol. These results are discussed in regards to clinical applications and research directions.

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Books on the topic "Communication Educational evaluation"

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Ouellette, Louis-M. La communication au cœur de l'évaluation en formation continue. Paris: Presses universitaires de France, 1996.

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Sheingold, Karen. Linking assessment with reform: Technologies that support conversations about student work. Princeton, N.J: Educational Testing Service, 1995.

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Dively, Dwight. Evaluation of the Washington Educational Telecommunications System. Seattle, Wash: The Board, 1985.

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Dively, Dwight. Evaluation of the Washington Educational Telecommunications System: Report. Seattle, Wash. (2101 Fourth Avenue, Suite 250, Seattle, WA 98121): The Board, 1985.

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Herman, Joan L. Program evaluation kit. Edited by Morris Lynn Lyons, Fitz-Gibbon Carol Taylor, Stecher Brian M, Davis W. Alan, Patton Michael Quinn, King Jean A, Henerson Marlene E, Lindheim Elaine, and Freeman Marie E. 2nd ed. Thousand Oaks, CA: Sage, 1987.

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Møller, Valerie. The University of Natal's communication with sections of the wider community: A survey evaluation. Durban: Centre for Applied Social Sciences, University of Natal, 1987.

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Dicks, Joseph E. Maritime oral communication assessment portfolio (MOCAP): Evaluation techniques for French as a second language. [Halifax, NS]: Maritime Provinces Education Foundation, 1992.

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Ofsted. Inspecting post-16: Information and communication technology : with guidance on self-evaluation. London: Ofsted, 2001.

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Ofsted. Inspecting post-16: Information and communication technology : with guidance on self-evaluation. London: OFSTED, 2001.

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Facinoli, Sandra L. A professional research and knowledge taxonomy for youth development: Communication. Beltsville, Md: National Agricultural Library, U.S. Dept. of Agriculture, 1989.

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Book chapters on the topic "Communication Educational evaluation"

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Bond, M. Aaron, and Barbara B. Lockee. "Evaluation." In SpringerBriefs in Educational Communications and Technology, 39–43. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03626-7_6.

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Iftimescu, Simona, Georgeta Ion, Carmen Proteasa, Romiţă Iucu, Elena Marin, and Mihaela Stîngu. "Closing the Circle: Research and Policymaking in Education." In European Higher Education Area: Challenges for a New Decade, 323–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_21.

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Abstract This paper aims to analyse the configuration of factors contributing to research uptake in education, with a particular focus on the Romanian context. One subsequent objective is to identify mechanisms for developing better synergies, not only between educational practice and research but also between these and educational policy. In doing so, the paper argues for shared responsibility among higher education institutions and policymakers for improving the educational system. The paper relies on results from a survey administered to a selected sample of civil servants in the Romanian central administration involved in the planning, evaluation and implementation of public policies in the field of education. Our results address the mechanisms of research uptake and utilisation by the central administration (communication and dissemination strategies, clarity, access and availability of research data, policymakers’ preferences for certain research topics) and the perceived relationship between researchers and policymakers (for example, the strength and nature of the relationship, or policymakers’ general involvement in research studies). The findings of our study pave the way for an in-depth analysis of organizational factors likely to affect research utilisation: research culture and engagement with researchers; the political and managerial context likely to promote research transfer; and the financial context needed to foster quality results.
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Lagos, Ema. "Chile: The Challenge of Providing Relevant Information from ILSA Studies for the Improvement of Educational Quality." In Improving a Country’s Education, 49–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_3.

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AbstractChile has a consolidated culture of evaluation in its educational system because, for more than three decades, first the Ministry of Education and currently the National Agency for Educational Quality have implemented national census tests every year to monitor the established curricula’ learning. International Large-scale Students Assessment (ILSA) studies have substantially contributed to this monitoring since the late 1990s. Both, the definition of the disciplines and domains evaluated and the results obtained, have motivated curricular reforms to adapt what is taught to children and young people to prepare them for a globalized world, with a strong presence of information and communication technology. The Chilean students’ results have impacted the system, especially by highlighting its weaknesses, related to little improvement over decades, differences in learning achieved by different groups of students, and performance below than expected in the most economically and culturally advantaged sectors. To accomplish these challenges, the system has changed its organization and developed diverse strategies. Data provided by ILSA studies have been used to promote policies and programs for the improvement and strengthening of the most vulnerable groups and a general approach that promotes gender equality in education, politics, and labor. ILSA studies have also been a reference for innovation in educational assessments, allowing the country to evaluate and explore innovative learning areas such as digital and financial competences.
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Payne, David A. "Communicating and Using Evaluation Results." In Designing Educational Project and Program Evaluations, 193–203. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1376-2_9.

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Orton, Kim. "Evaluating Communicative Approaches in Education." In Paradoxes in Education, 209–29. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_10.

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Arcega, Francisco J. "Quality and Evaluation in Higher Education." In Communications in Computer and Information Science, 14–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63184-4_2.

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Spector, J. Michael. "Program and Project Evaluation." In Handbook of Research on Educational Communications and Technology, 195–201. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_16.

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Tristán-López, Agustin, and Miguel Angel Ylizaliturri-Salcedo. "Evaluation of ICT Competencies." In Handbook of Research on Educational Communications and Technology, 323–36. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_26.

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Zhang, Yan, and Han Cao. "Online Education Resource Evaluation Systems Based on MOOCs." In Communications in Computer and Information Science, 605–15. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2206-8_51.

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Kabassi, Katerina, Aristotelis Martinis, and Athanasios Botonis. "Using Evaluation Data Analytics in Environmental Education Projects." In Communications in Computer and Information Science, 37–47. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4828-4_4.

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Conference papers on the topic "Communication Educational evaluation"

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Kapusta, Jozef, Michal Munk, and Milan Turcani. "Evaluation of adaptive techniques dependent on educational content." In 2010 4th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2010. http://dx.doi.org/10.1109/icaict.2010.5611791.

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Nagpal, Renuka, Deepti Mehrotra, and Pradeep Kr Bhatia. "Task based effectiveness evaluation of educational institute websites." In 2016 International Conference on Computational Techniques in Information and Communication Technologies (ICCTICT). IEEE, 2016. http://dx.doi.org/10.1109/icctict.2016.7514600.

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Rukmono, Satrio Adi, Fais Zharfan Azif, and Muhammad Zuhri Catur Candra. "Designing an Educational Game Evaluation Framework Based on Game Mechanics." In 2021 9th International Conference on Information and Communication Technology (ICoICT). IEEE, 2021. http://dx.doi.org/10.1109/icoict52021.2021.9527418.

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Bonde, Sharayu N., and D. K. Kirange. "Survey on Evaluation of Student's Performance in Educational Data Mining." In 2018 Second International Conference on Inventive Communication and Computational Technologies (ICICCT). IEEE, 2018. http://dx.doi.org/10.1109/icicct.2018.8473228.

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Hou, Dong, Ning Huang, and Yang Chen. "An evaluation method for communication network topology reliability based on Markov model." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607588.

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Tlili, Ahmed, Fathi Essalmi, Mohamed Jemni, and Kinshuk. "An educational game for teaching computer architecture: Evaluation using learning analytics." In 2015 5th International Conference on Information & Communication Technology and Accessibility (ICTA). IEEE, 2015. http://dx.doi.org/10.1109/icta.2015.7426881.

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Artal-Sevil, Jesús Sergio, Ana Felicitas Gargallo-Castel, and Marta Sofía Valero-Gracia. "Flipped teaching and interactive tools. A multidisciplinary innovation experience in higher education." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10990.

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Nowadays learning methods in higher education are under a constant review process. Applications focused on Blended-Learning allow to speed-up the learning process; this facilitates the design and implementation of interactive resources in the classroom. The present study shows an experience developed with engineering master students. Flipped Teaching approach has achieved significant mention in academic circles in recent years. Undoubtedly, the implementation of this educational methodology improves students’ motivation and increases their participation in the classroom. In this paper different Information and Communication Technologies (ICT) tools and multimedia resources that facilitate the teaching sessions are presented. Its use has been simple and intuitive. These educational tools increase the skills, abilities and competences acquired by students. The objective is to achieve more interactive learning. Students positively value this activities related to the Flipped Learning. In addition, students prefer teaching-learning procedures more dynamic, flexible, creative, participatory and with continuous evaluation. Although the general impression is that they need more effort and more dedication, compared to the Traditional Teaching. Every time there is a greater number of educational tools and electronic devices for higher education. However, its use must be correct so that it can be useful in training students.
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Drápela, Emil. "Possibilities of local tourism development using virtual educational trails." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-34.

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Educational trails are a traditional tool to bring local attractions closer to the visitor of the area. However, educational trails are currently changing concepts. The classic model of whiteboards with text and images no longer works - visitors do not want to read long texts. They require interactivity and a sophisticated visual experience. With the development of modern communication technologies, there is an opportunity to meet these expectations by connecting educational content with a virtual environment. The article aims to present several different types of virtual nature trails in Czechia and assess the strengths and weaknesses of their implementation from visitors' perspective. The input data are data from evaluation questionnaires from guided excursions, a substantial part of which were these educational trails; the method used is content analysis. The main findings include that visitors accept these new forms of nature trails mostly positively. Negative reactions were more of a practical nature when something did not work as it should. In addition, creating and maintaining a virtual nature trail can be significantly cheaper than its physical form, which is an advantage in rural regions where local governments do not have large budgets. The author of this article is also a co-author of one of the assessed paths; therefore, practical advice regarding the implementation of virtual educational paths is also discussed.
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Bayona, Sofia, Jose Manuel Fernandez-Arroyo, Pilar Bayona, and Isaac Martin. "A Global Approach to the Design and Evaluation of Virtual Reality Medical Simulators." In ASME 2011 World Conference on Innovative Virtual Reality. ASMEDC, 2011. http://dx.doi.org/10.1115/winvr2011-5554.

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VR Simulators are a powerful alternative to traditional educational techniques in many domains; and in particular, in surgery. Although they offer new possibilities for learning, training and assessment, they still found difficult to be accepted and integrated into hospitals. In this paper, we explain what we consider the key issues to create successful VR simulators, and we present two methodologies: the guidelines for the simulator design and the evaluation of their validity. Research on VR surgical simulators should be interdisciplinary. It involves medicine, educational psychology, computer science, and engineering. Optimal interdisciplinary communication is difficult, and most projects in surgical simulation are strongly influenced by the engineering perspective, with little or no contributions from the others. This unbalance often leads to a premature end of the project or to simulators which are less practical for surgeons. A design methodology should be used as a guide in the process of creating VR simulators. A thorough description of the problem, the simulator’s role, and an exhaustive task analysis will lead to the identification of the requirements. For the technical implementation, decisions will be taken related to the hardware interface and the interaction that users will have with the virtual world; which will determine collision detection and response algorithms, and the behaviour of the 3D models. In addition to the technical testing, it is necessary to prove the validity of the simulator and design procedures to measure the user performance. We explain a methodology to evaluate the validity (face, content, and criterion-related validity), reliability and transfer of skills from a VR simulator to the real environment in a structured and rigorous way. Following this methodology, an evaluation experiment involving 19 orthopaedic doctors using a VR arthroscopy simulator was carried out. Results prove face and content validities, and inform about the factors and measures that are considered important for arthroscopic surgery. In order to consolidate the research results, we encourage the establishment of an intersectorial consortium with agents from the academic, healthcare and industrial sectors to ensure the long-term sustainability of research lines, additional funding, and to guarantee that simulators, once validated, can be widely available in hospitals. This paper presents a global approach including relevant guidelines and methodologies for designing and evaluating VR simulators. It can provide a solid structure for other researchers when facing those processes and contribute to the successful integration of VR simulators within the educational curriculum.
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Perifanou, Maria, and Anastasios A. Economides. "DESIGNING TEACHERS’ TRAINING ON ADOPTING OERS IN THEIR TEACHING." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end002.

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During the covid-19, it became apparent the imperative need for openly available digital educational resources to be used in education which has been shifted to Online Remote Teaching and Learning. It is important for teachers to be able to utilize Open Educational Resources (OERs) in education. This paper develops a framework for designing Teachers’ Training programmes on how to integrate OERs in the teaching practice. The framework consists from six modules: 1) Introduction to OERs, 2) Exploring & Evaluating existing OERs, 3) Using OERs, 4) Communicating & Sharing OERs, 5) developing OERs, and 6) Open Educational Practices (OEPs). The paper also defines OERs & OEPs competence. Finally, educational policy authorities may use this framework to design training programmes for teachers on how to integrate OERs in their teaching.
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Reports on the topic "Communication Educational evaluation"

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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