Teaching Device Research Articles

Scaling up Open CPD for Teachers in Higher Education: A Snowballing Approach

In this paper, we explore the snowballing approach developed for the openly licensed course Bring Your Own Device for Learning (BYOD4L) and the opportunities this presents to open cross-institutional CPD and open course development more generally. BYOD4L is a course for teachers and students in higher education which aims to help them gain both a better understanding of and develop their knowledge and skills in using their own smart devices for learning, teaching and professional development. BYOD4L has been developed by the authors and offered three times since 2014 with colleagues and students, participating Higher Education Institutions (HEIs) from the UK and Australia and further collaborators in the US and Germany. The development of the snowballing approach is shared using an action research methodology. We propose a rethink of current CPD practices. We invite course designers, academic developers and the wider academic community to explore new and emerging models of CPD that capitalise on scalable collaborative open educational practices.

Research and Design of the Modular Robot Fuzzy Control Based on ZigBee

Design a modular robot teaching device, combine with wireless communication technology, and robot control technology. Introduce ZigBee nodes into the robot’s every module, transmit the current motion parameters through the wireless communication, adjust the robot motion state and realize the fuzzy control of the robot motion. This device has good openness, does not involve the establishment of the robot kinematics and dynamics model, and avoid a large number of algorithms in the same time. Its operation is simple, convenient, and more suitable for the teaching.

The Development of a Gamebook for Education

Abstract Mobile technologies are becoming very accessible to students, due to advances in the development of technology and a simultaneous decline in hardware costs. In this way, it is relevant to consider the potential of these devices in teaching and learning. Our research was designed to evaluate the possibility of creating gamebooks (gamified books) that are effective in teaching and learning. After analyzing the features available in many free or open tools for making ebooks we find out that these tools were not appropriate creating gamebooks. This paper presents a novel interactive book, the gamebook (g-book): a book with a story that can be read sequentially or not. The main difference refers to the ability to choose different paths to the main characters or the unfolding of the history, as happens in games. We built a model of a dynamic book that functions as an educational game for “Environmental Studies”, aimed at children in the 4th grade, mostly 9-10 years old, in Portuguese schools. This paper presents the design and features of this g-book titled “Adventures in the Guadiana River”, implemented with the Unity3D platform that can be explored in iPhones, iPads, Android mobile devices and web browsers for the OSX and Windows platforms. Preliminary tests with our prototypes revealed very good usability and promising pedagogical potential in the proposed models.

Handheld echocardiography saves the brain: A serendipitously found left ventricular thrombus

Handheld echocardiography (HHE) is an emerging technology with potential to alter routine clinical practice. Our institution has adopted the use of HHE devices for both teaching and patient care. However, the appropriate clinical scope of HHE continues to be controversial, and the literature is largely devoid of prognosis-altering applications. We report the diagnosis of left ventricular (LV) thrombus with HHE. A 75-year-old man presented with a large anteroapical ST-elevation myocardial infarction (MI). Initial transthoracic echocardiography (TTE) after percutaneous intervention showed no LV thrombus. Before his hospital discharge, HHE was performed and showed LV thrombus. The finding substantially changed the patient's treatment and prognosis; he was discharged with warfarin. This observation will help guide further inquiry into the proper clinical role of HHE.

From Exploratory Modeling to Technical Expertise: Solow’s Growth Model as a Multipurpose Design

Combining concrete policy-oriented modeling strategies of World War II with what was received as traditional neoclassical theory, in 1956 Robert Solow constructed a simple, clean, and smooth-functioning “design” model that served many different purposes. As a working object, it enabled experimentation with utopian long-run equilibrium growth. As an instrument of measurement, it was applied to time-series data. As a prototype, it was supposed to feed into larger-scale econometric models that were, in turn, thought of as technologies for policy advice. Used as a teaching device, Solow’s design became a medium of “spreading the technique” and one of the symbols for neoclassical macroeconomics that soon became associated with MIT.

A study of mobile learning for higher education students in Guangzhou

Background Recently, ‘mobile learning’ (M-learning) has become a popular research topic in investigating how to use mobile device for teaching and learning. M-learning is a mode of learning using smartphones, phablets, tablets, netbooks or notebooks as the learning device and is a part of electronic learning (e-learning). However, M-learning is more flexible than e-learning [1,2] because students can learn anywhere, anytime. Moreover, M-learning is an important new learning strategy because mobile devices are now necessary tools in students’ daily life. As noted by Yousuf [3], M-learning is ‘more interactive, involving more contact, communication, and collaboration with people’. M-learning is a student-oriented approach that makes learning informal, independent and collaborative[3]. Based on the theoretical model Framework for the Rational Analysis of Mobile Education (FRAME) [4], this study examined the practices and attitudes relating to M-learning for university students’ studying in Guangzhou, particularly to examine what and how knowledge will be acquired using mobile devices in learning. This model is valuable in different aspects as it can be used: a. as an indicator for the development of future mobile devices; b. for the development of learning materials; and c. for the design of teaching and learning strategies for mobile education. Methods Mixed-method research design is a procedure for collecting, analyzing, and ‘mixing’ both quantitative and qualitative research and is a single study method to understand the research problem [5]. Because the purpose of this study was to draw a full picture to understand the practices of using M-learning for Guangzhou’s university students, a mixed-method research strategy was adopted and implemented. To collect the quantitative data, a set of tailor-made questionnaires was distributed to 495 Guangzhou university students in March 2013. The objective of the questionnaire was to collect quantitative data on the practices and attitudes of university students in relation to M-learning. As qualitative data, a pre-survey focus group interview, diary records and post-survey individual interviews were completed from April to June of 2013. The aim of the pre-survey focus group interview for identifying and sharing the use of mobile devices was to promote learning with Guangzhou’s university students. The diary record provided a means to record students’ mobile learning practices, and the post-survey interview provided opportunities for the participants to express their views and feelings. Therefore, the researcher could easily follow up on unexpected results or more deeply examine the motivation of the respondents and their reasons for responding as they did. Results and conclusions After the quantitative data and qualitative information were collected, the qualitative information was quantified, and matrix tables were built to compare and contrast the quantitative variables and qualitative themes with text data quotes. Thus, to facilitate informal learning in Guangzhou’s institutions of higher education, this study provided in-depth analysis and clearly explained the practices and purposes of using mobile devices. This study found that Guangzhou’s university students prefer to use mobile devices for learning outside rather than in the classroom. In addition, assessment methods were crucial factors for using mobile device to learn. Lastly, reading and searching were the most performed of the M-learning activities. These findings can assist

Down from the Pedestal: Revisiting the Exploit of Literature in EFL Language Classes

According to Arthur (2006, p. 200), “Through the use of literature, a language learning experience might become at the same time a source of immediate pleasure and satisfaction for the student. This possibility makes literature an appealing teaching device for ESL teachers”. However, numerous factors may contribute to the teachers’ lack of interest in using literary texts as a teaching tool. This study was an attempt to investigate Iranian EFL teachers’ attitude toward using literature in language classes and their perception toward the probable reasons of some teachers’ lack of interest in doing so. Altogether forty-four language teachers (19 females and 25 males, with a mean age of 26) participated in this study. The data was collected through a validated and piloted questionnaire prepared by the researchers themselves (Cronbach’s Alpha = 0.8). The results of the study indicated that more than anything else, the participants thought that the main factor which hampers the effective use of literature in language classes is related to the outcome perception on the side of the students. The EFL teachers in this study thought that we as language teachers need to raise the language learners’ awareness toward the benefits and advantages of literature in language classes. The findings of study may hold precious implications for language teachers. Moreover, EFL teachers may benefit from some guidelines and suggestions by the authors presented at the end of the paper.

Investigating teachers' adoption of signature mobile pedagogies

This study investigated how teachers are using distinctive pedagogical features of mobile learning: collaboration, personalisation and authenticity. The researchers developed and validated a survey instrument based on these three established constructs (Kearney, Schuck, Burden, & Aubusson, 2012) and used it to interrogate current mobile learning practices in school and university education. This paper focuses on data from school teachers (n = 107). Findings indicated that teachers' perceptions of authenticity were high but aspects of online collaboration, networking and student agency were rated surprisingly lower than expected, given the rhetoric about enhanced connection and flexible learning opportunities afforded by mobile technologies. Device ownership was identified as one factor influencing adoption of these mobile pedagogies. Implications for effective use of handheld devices in teaching are addressed.

Residents' and preceptors' perceptions of the use of the iPad for clinical teaching in a family medicine residency program.

BackgroundAs Family Medicine programs across Canada are transitioning into a competency-based curriculum, medical students and clinical teachers are increasingly incorporating tablet computers in their work and educational activities. The purpose of this pilot study was to identify how preceptors and residents use tablet computers to implement and adopt a new family medicine curriculum and to evaluate how they access applications (apps) through their tablet in an effort to support and enhance effective teaching and learning.MethodsResidents and preceptors (n = 25) from the Family Medicine program working at the Pembroke Regional Hospital in Ontario, Canada, were given iPads and training on how to use the device in clinical teaching and learning activities and how to access the online curriculum. Data regarding the use and perceived contribution of the iPads were collected through surveys and focus groups. This mixed methods research used analysis of survey responses to support the selection of questions for focus groups.ResultsReported results were categorized into: curriculum and assessment; ease of use; portability; apps and resources; and perceptions about the use of the iPad in teaching/learning setting. Most participants agreed on the importance of accessing curriculum resources through the iPad but recognized that these required enhancements to facilitate use. The iPad was considered to be more useful for activities involving output of information than for input. Participants’ responses regarding the ease of use of mobile technology were heterogeneous due to the diversity of computer proficiency across users. Residents had a slightly more favorable opinion regarding the iPad’s contribution to teaching/learning compared to preceptors.ConclusionsiPad’s interface should be fully enhanced to allow easy access to online curriculum and its built-in resources. The differences in computer proficiency level among users should be reduced by sharing knowledge through workshops led by more skillful iPad users. To facilitate collection of information through the iPad, the design of electronic data-input forms should consider the participants’ reported negative perceptions towards typing data through mobile devices. Technology deployment projects should gather sufficient evidence from pilot studies in order to guide efforts to adapt resources and infrastructure to relevant needs of Family Medicine teachers and learners.

Prospective English Teachers’ Ownership and Usage of Mobile Devices as M-learning Tools

Mobile learning is an emerging field of research and practice across educational institutions and workplace. More and more students have access to smartphones, tablets and other mobile devices. This study was aimed to better understand how prospective teachers of English language teaching (ELT) use mobile technology for learning and how they want to use mobile devices for teaching in the future. A total of 144 student teachers enrolled in an ELT department at a major state university participated in the study. Based on descriptive statistics, the findings revealed that a great majority of the participants currently own and use phones, particularly internet capable ones, MP3 players, and tablets. Nearly four in ten prospective English teachers plan to buy a tablet (e.g., iPad), three in ten intend to purchase smartphones (e.g., iPhone), and one in ten is likely to purchase an e-book reader (e.g., Kindle.) over the next year or two. Further, nearly all the participants stated that despite the impediments, they wanted to use mobile devices in their English lessons and teaching regularly in the future. They believed that the biggest barriers that might moderate on the appropriate application of mobile devices in ELT included the great versatility in device types, pedagogical justifications, administrational factors, lack of training, and lack of devices due to financial restrictions. Some recommendations are also provided.

Disciplined be Locke in the image of the teaching device and the construction of professional self in human development

The present work is a theoretical and reflective study of the pedagogical and educational aspects of the concept of discipline and training in John Locke Gentleman (gentleman), dialoguing with the theories of Basil Bernstein and Rudolf Steiner to initiate the discussion of vocational training, especially of health professionals. Reflecting the imagistic dialogue corpus of the idea of gentleman and disciplinary award of this concept in John Locke through the methodology of image analysis and the documentary method. Understandings about the context assigned by participant observation the researcher of the practices of the discipline of Human Anatomy, Department of Morphology, Federal University of Pelotas, in 2012, allowed overlap and interconnect theorizing and re-contextualize the analysis of pedagogical device. It is considered that the regulative discourse of pedagogical device to Basil Bernstein can be conferred with the concept of discipline in John Locke, especially in the development of children's habits, skills and construction of the interior of each gentleman I professional in the formation stage, considering that the regulative discourse controls the instructional discourse.

From Long-Run Utopia to Technical Expertise: Solow's Growth Model as a Multipurpose Design

Combining concrete policy-oriented modeling strategies of World War II with what was received as traditional neoclassical theory, in 1956 Robert Solow constructed a simple, clean, and smooth-functioning “design” model that served many different purposes. As a working object it enabled experimentation with long-run equilibrium growth. As an instrument of measurement it was applied to time series data. As a prototype it was supposed to feed into larger-scale econometric models that were, in turn, thought of as technologies for policy advice. Used as a teaching device, Solow’s design became a medium of “spreading the technique,” and one of the symbols for neoclassical macroeconomics that soon became associated with MIT.

A Reed–Solomon Code Magic Trick

SummaryA magic trick based on properties of a (4, 2, 3) extended Reed–Solomon code is introduced. We then discuss relevant concepts of the Reed–Solomon code to explain why the trick works and how it was designed. This magic trick can be used as a teaching device in introductory error-correcting codes courses.

Design and Manufacture of a Forehand Attack Exercising Device for Teaching and Training of Table Tennis

Exercising devices are playing important role in assisting the modern teaching and training of table tennis, but so far few exercising devices have been developed. In this paper, a novel forehand attack exercising device of table tennis was designed and manufactured to improve the teaching and training of table tennis, and the basic structure, working principle, processing, technical requirements, operation and applications of the device were described and investigated. With the help of this device, athletes could quickly master essential technical skills and the effect of teaching and training was markedly enhanced.

Extending the case study: assigning an educational novel and student role-playing in the accounting information systems course

Need for innovative and active-learning activities to enhance the teaching-learning experience have never been greater. Students of the ‘video generation,’ compared to prior generations, often have learning styles that are not well matched to the traditional classroom lecture format of teaching. Use of case studies is well documented as an effective way to engage students. The educational novel extends the case study approach. Educational novels have been described as effectively a very lengthy case problem, with a myriad of inter-connected sub-cases, incorporating interesting characters and plot elements. This study describes two teaching devices, educational novels and student role-playing, that can be used to complement traditional lectures. These two teaching devices can be used in accounting information system (AIS) classes, and other classes, to provide technical information in a way that encourages learning and generates student enthusiasm. This study reports how each of these teaching devices can be readily implemented and how each has produced positive feedback from AIS students.

Philately: A unique teaching device for Nomenclature of Minerals

Philately: A unique teaching device for Nomenclature of Minerals

Addition table of colours: additive and subtractive mixtures described using a single reasoning model

Students’ misconceptions concerning colour phenomena and the apparent complexity of the underlying concepts—due to the different domains of knowledge involved—make its teaching very difficult. We have developed and tested a teaching device, the addition table of colours (ATC), that encompasses additive and subtractive mixtures in a single conceptual model and presents colour as a perceptual response to light. The ATC was used as the focus of an introduction to colour phenomena in a middle class setting, showing significant educational gains among the students.

INTERNETINĖS MOKYMO PRIEMONĖS GEOGRAFIJOS PAMOKOSE: JŲ TAIKYMO ASPEKTAI

In a modern geography lesson it is important to use the ICT. The usage of ICT not only makes the lesson more varied, gives more information, develops students‘ skills and common competences but it also deepens students‘ skills. The Internet in geography lessons helps to make students be more interested in geogra-phy, search for information deepening knowledge from their taught theme. There are lots of Internet geography teaching devices and web sites. The article deals with the Internet teaching devices for geography and gives the exam-ple of the lesson where one of the methods is ICT. Keywords: teaching method, ICT competence, subject competence, Internet teaching de-vice.

A research agenda for the UAE iPad Initiative

The 2012-2013 academic year has seen the beginning of a national initiative in the United Arab Emirates to equip all students in federal universities/colleges with iPads, and to make use of this mobile device in teaching and learning. Within the context of this national initiative, each federal institution (Zayed University, UAE University and the Higher Colleges of Technology) has begun to implement iPads in its curriculum, and to gather data about this implementation to inform further development. In this paper, representatives of the three federal institutions map out the research approach which they are taking to investigate the progress of the iPad initiative.

Integrating personal mobile devices in teaching: the impact on student learning and institutional support

More students are bringing their own mobile devices to schools and universities. This trend offers educational institutions with opportunities to explore the available technology for teaching and learning (‘Bring Your Own Device’: BYOD). Based on a case study of an undergraduate course recently taught at a higher education institution in the United Arab Emirates, this paper explores how students’ personal mobile devices could support classroom teaching. It also investigates the implications for the institution of using those devices. Participants consisted of 19 Emirati female students and a member of the Information Technology department; multiple methods of data collection were adopted to achieve triangulation. The main findings suggest that the activities delivered through students’ personal mobile devices helped promote discussion both inside and outside class and supported students’ learning of course content. Some challenges and key factors contributing to positive outcomes are discussed.