Tool In Courses Research Articles

Artificial Intelligence Integration in Teacher Education: Navigating Benefits, Challenges, and Transformative Pedagogy

This article explores the potential uses, benefits, and challenges of artificial intelligence (AI) tools for teacher educators and their teacher candidates. It begins with a brief introduction to the topic, followed by a discussion of existing literature concerning the impact of AI on K–12 education; the importance of preparing AI-literate teachers; and specific issues related to AI’s use in teacher education, which includes studies on perceptions about AI utilization in education. The author also examines the challenges of AI implementation in the preparation of teachers; poses critical questions and ethical, pedagogical, and philosophical concerns faculty and students must consider; and provides ideas on using AI tools in courses through exemplar activities. The various activities illustrate the integration of AI- and non-AI-based activities to promote AI literacy among teachers. The goal of these activities is to support candidates’ competency development to become effective teachers while understanding the potential of AI tools for assisting in planning instruction and creating curricula. The exemplars also focus on developing critical thinking, creativity, and collaboration in carrying out pedagogical tasks. The author advocates for embracing AI tools in education cautiously and strategically by recognizing their power to transform teaching and learning for teachers and students.

Online demonstration experiments as experiential learning

Demonstration experiments are commonly used as a teaching tool in courses in experimental linguistics, cognitive psychology and cognitive science. This paper presents an inquiry into the impact of participating in demonstration experiments on student learning. This inquiry frames demonstration experiments as a form of experiential learning. As such, the experiment exercises were designed following the Co-Constructed Developmental Teaching Theory (Shenk & Cruikshank 2015), a model of experiential teaching inspired by the cognitive neuroscience of learning. One demonstration experiment exercise on the concept of categorical perception is presented in the context of an introductory-level course in cognitive science.

ChatGPT in Higher Education: Practical Ideas for Addressing Artificial Intelligence in Nursing Education.

As the use of artificial intelligence (AI) becomes more prevalent in academic settings, there is a growing concern about maintaining a culture of integrity. This article explores the role of academic institutions and programs in fostering a culture of integrity in relation to AI. By implementing specific policies, integrating tools, and utilizing software for AI detection, academic institutions can establish a culture of integrity in relation to AI. These collective efforts foster an environment where ethical AI practices are upheld and reinforce the importance of academic honesty, particularly in the nursing profession. Academic institutions have the capacity to establish integrity-focused policies and integrate anti-AI agent tools in courses to mitigate unethical AI usage, while software advancements assist faculty in identifying AI presence during assessments. Emphasizing the interplay between academic and professional integrity strengthens nurses' dedication to academic honesty. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Anatomy of an eBay fraud

Purpose The purpose of this study is to describe in detail a recent eBay fraud and to provide a related framework of teaching tools for courses in business law and ethics. The case describes an eBay transaction involving return fraud. This study highlights the problem of fraudulent purchase tactics by an eBay buyer who exploited the eBay feedback mechanism and administrative procedures in attempt to obtain a price reduction or to receive the item for free as a concession. Design/methodology/approach The work is a case study providing the details and background information on an original eBay return fraud. The case itself provides the source documentation and some background on the eBay platform and its rules. The Appendix provides a set of teaching instructions and discussion questions with model answers related to the specifics of the case. Findings The eBay resolution of the matter is provided in the Epilogue section of the Appendix. All negative feedback by the buyer against the seller in an attempt to get the item for free was removed by eBay, and the buyer further relinquished all selling privileges on eBay. Originality/value This study is unique because it provides the original eBay listing and screenshots of eBay correspondence and the eBay resolution of the matter. The specific type of return fraud is also unusual, as it was directed by the eBay buyer against the seller which appears to be an evolving problem for online retail.

The Mountain Minor

The Mountain Minor

Sonic Visualiser: Visualisation, Analysis, and Annotation of Music Audio Recordings

Sonic Visualiser: Visualisation, Analysis, and Annotation of Music Audio Recordings

A New Approach To Study The Challenges Of E-Learning Advantages And Disadvantage

In this paper, we have a tendency to tried to explore the challenges in implication of E-Learning and its benefits and downsides. There are some problems for not implementing E-Learning as there’s some lacking’s of understanding concerning E-Learning to the teacher additionally the scholars and have some issue that bothers to just accept E-Learning instead of ancient learning surroundings, and our main target is to seek out the explanation behind at purpose there’s some opinion concerning the challenges for not implementing E-Learning. E-Learning surroundings is principally an online bases platform in academic section mistreatment technology, the aspects of E-Learning surroundings is mistreatment digital tools in courses of study, it presents the ways, tasks, and therefore the connections between a course structure and introduced new assessment in numerous stages. The aim of this study is to spot what challenges or that factors are the explanation for not applying E-Learning normally additionally it’ll concentrate on what challenges lecturers and what issues students suffers in learning through virtual policy separately by this it’ll helps to seek out the views of E-Learning of lecturers and student each. currently a day’s E-Learning is known in academic sites. E-Learning surroundings is principally student targeted. It’s essentially virtual resource area, wherever student should get to be liable for their own work, because it may be a self-format study therefore student should have privy to their responsibility. I attempted to explore the challenges in implication E-Learning, because the outcome is affirmative there are some problems for not implementing E-Learning as there’s some lacking’s of understanding concerning E-Learning to the teacher additionally the scholars and have some issue that bothers to just accept E-Learning instead of ancient learning surroundings, and my main target is to seek out the explanation behind at purpose there’s some opinion concerning the challenges for not implementing E-Learning.

Identifying organisational learning needs: an approach to the semi-automatic creation of course structures for software companies

ABSTRACT Organisational learning is an area that aids organisations in improving their processes by reusing experience so that knowledge is accessible to the entire organisation. However, it is not a trivial task to bring about such learning in software development companies, especially as this is an area where processes and knowledge are often internalised in the minds of employees. Some approaches presented in the literature to facilitate organisational learning aim at transforming content generated within companies with Web 2.0 collaborative tools in courses. These courses are based on learning schema that describes their structure and content. However, the creation of these schemes requires a specialist who knows the company's needs as well as the pedagogical organisation's learning requirements. In order to facilitate learning and minimise dependence on specialists, this paper presents an approach that aims to aid companies in identifying developers’ learning needs while creating learning schema in a semiautomatic way. Based on the approach proposed, an environment was implemented and an experimental study was conducted to evaluate the identification of relevant issues to the organisation and development of courses. Results suggest that this approach is feasible for discovering themes and creating in-company courses.

Using live demonstration to prepare students for direct counselling practice

Live demonstration is an important pedagogic tool in courses aimed at teaching students how to conduct counselling. It facilitates the integration of theory and practice. In this paper, the elements of live demonstration are outlined, and relate limitations and dilemmas are discussed. It is emphasised that for live demonstration to be effective clients should be pre screened for suitability, informed consent should receive due attention, confidentiality should be strictly guarded, a consent form should be signed and resources should be readily available in case of crises. In addition, faculty need to make arrangements for therapeutic continuity should further counselling be necessary at the end of the course. Clients ’ needs should be of commanding importance throughout the process. The future research is indicated to address these issues and further evaluate how this innovative teaching method may contribute to the training of future counsellors and therapists.Keywords: Live demonstration, counselling, one -way-mirror, supervision.

Instrumento para identificação dos elementos pedagógicos do elearning no cenário empresarial

The present study results from the study carried out in a Portuguese company about training in eLearning. From the study we have some elements of a pedagogical nature that were evidenced. This discussion is in the context of networked society and the emerging needs of continuous training. In this context, eLearning is a central element for the development of continuous training in business circles. The main objectives of the work were to construct a pedagogical evaluation tool for courses in eLearning in the company, based on the elements of continuous online training; and provide some pedagogical guidelines for the analysis of courses in business eLearning. In this article we present some ways to the discussion of eLearning business, with bibliographical references, reflections and discussions that accompanied the various phases of the study: the non-participant observation of courses in eLearning, the construction of an analysis tool for business eLearning courses from the pedagogical framework and the validation in the application to the observed courses.

Ritter’s dry-bed dam-break flows: positive and negative wave dynamics

Dam-break flood waves are associated with major environmental disasters provoked by the sudden release of water stored in reservoirs. Ritter found in 1892 an analytical solution to the wave structure of an ideal fluid released during an instantaneous dam failure, propagating over initially dry horizontal terrain. This solution, though ideal, hence frictionless, is widely used to test numerical solutions of the Shallow Water Equations (SWE), and as educational tool in courses of fluid mechanics, given that it is a peculiar case of the Riemann problem. However, the real wave structure observed experimentally differs in a major portion of the wave profile, including the positive and negative fronts. Given the importance of an accurate prediction of the dam break wave, the positive and negative wave portions originating from the breaking of a dam with initially dry land on the tailwater reach are revisited in this work. First, the propagation features of the dry-front are investigated using an analytical boundary-layer type model (Whitham/Dressler/Chanson model) constructed matching an (outer) inviscid dynamic wave to an (inner) viscous diffusive wave. The analytical solution is evaluated using an accurate numerical solution of the SWE produced using the MUSCL-Hancock finite-volume method, which is tested independently obtaining the solution based on the discontinuous Galerkin finite-element method. The propagation features of the negative wave are poorly reproduced by the SWE during the initial stages of dam break flows, and, thus, are then investigated using the Serre–Green–Naghdi equations for weakly-dispersive fully non-linear water waves, which are solved using a finite volume-finite difference scheme.

Everyday Piety: Islam and Economy in Jordan by Sarah A. Tobin

Everyday Piety: Islam and Economy in Jordan Sarah A. Tobin, Everyday Piety: Islam and Economy in Jordan. Ithaca: Cornell University Press, 2016. 248 pp.Everyday Piety explores the lives of middle-class, pious Muslims in Jordan's cosmopolitan capital of Amman. It comes at a time when Muslim lifeways continue to be discussed in popular media through a narrow security discourse that is often oblivious to the far more mundane practices that define the faith for the vast majority of its one billion-plus adherents. With its stated commitment to the everyday, the book is well positioned to do the interesting work that so many of the more sensationalistic titles cluttering the Eastern section of a typical bookstore cannot. While it does engage (particularly in the conclusion) with broader political upheavals in the region like the Arab Spring, its primary concern is with an increasingly popular kind of Islamic piety that we might call lifestyle Islam or, to borrow a term from Asif Bayat (2007), post-Islamism. Grounded as much in liberal rights discourses and consumer culture as it is in the foundational Islamic texts of the 7th to 10th centuries, this sort of spirituality is well-suited to the 21st century metropolis and will likely be with us well into the future. Sarah Tobin argues that economizing, neoliberalizing practices are increasingly merging with pietistic Islamic practices in places like Jordan, producing new forms of religiosity in the process. In doing so, Tobin contributes to the scholarly literature on both neoliberalism and Islam. The book is written in a lucid and engaging style that will make it a useful teaching tool in courses on Islam, the Middle East, and especially Jordan.As an ethnographer, Tobin is to be commended for having captured a very particular world-one which will be immediately recognizable to those who have spent significant time with urban Jordan's pious Muslim class. This reviewer repeatedly found himself reliving experiences from his own time in Jordan in vivid detail as he read the book-a sure sign of Tobin's skill as an observer and storyteller. Given the degree to which much of the region remains off limits to researchers and Arabic language students alike, the book's deep ethnographic engagement with Amman will likely make it an important read for the increasing number of westerners who avail themselves of the city's relative security and welcoming attitude towards foreigners. The level of access that Tobin has been able to negotiate through her ethnography, however, is far beyond that of the typical visitor to Amman. Aside from her impressive ability to move in intimate (and often off-limits) domestic spaces, she was able to arrange an internship with one of Jordan's major Islamic banks. One of the book's strongest points is this subtle, multi-sited research structure, which moves from the workplace to homes and other spaces of consumption. Yet it should be emphasized that this is still a holistic ethnographic engagement with one particular kind of urban, middle-class world-even if it is a world defined by a network of particular places distributed across the metropolitan landscape.Middle here should be understood not as an economic category, but rather as a moral and political one. Believing that one is class in this context has less to do with the balance in one's bank account and more to do with a certain kind of belief about one's citizenship. To note an oft remarked-upon shibboleth, if seeing a police officer makes you feel more safe, then you are probably middle in this sense. This is what allows the category to encompass masses of people who make the equivalent of a few hundred dollars per month with the kind of people who belong to a gym that offers a rooftop swimming pool...hairdressing, manicures and pedicures, even full waxing and massages (16). These are people who emphasize inclusiveness rather than 'internecine conflict, resurgent nationalism, and all sorts of bloody othering' (Schwedler 2010:555 as quoted in Tobin), particularly through practices of elite and exclusive consumerism (38). …

Sensor fusion system to estimate the trajectory of a low cost mobile robotic platform using an Inertial Measurement Unit

In this paper, the development and implementation of an algorithm is presented to identify the trajectory of a mobile robot based on data from an Inertial Measurement Unit with nine degrees of freedom consisting of a 3-axis accelerometers, an 3-axis gyroscopes, an 3- axis magnetometers, and an additional temperature sensor to compensate for temperature errors. The combined information from this set of sensors allows determining the trajectory and orientation of the robot at any moment to complement the information from its navigation system. Initially, it was necessary to build controlled test environments that allow observing and getting to know the trajectory and the dimensions thereof for capturing the raw data of the mobile robotic platform. Then, the data obtained form the sensor was processed off-line applying a Kalman filter with the aim to remove Gaussian noise; to estimating the trajectory and the absolute orientation of the mobile robotic platform the proposed algorithm was implemented. This implementation used the hardware elements are inexpensive, thus allowing the necessary testing, the data analysis and the interpretation of the outcome to be replicable and to be used as an educational tool within courses of undergraduate and master level. The elements of hardware used in this implementation are cheap, allowing its reproduction for the analysis and interpretation of data and can be used as an educational tool in courses of undergraduate and master level.

Developing and applying quantitative skills maps for STEM curricula, with a focus on different modes of learning

Mapping quantitative skills across the science, technology, engineering and mathematics (STEM) curricula will help educators identify gaps and duplication in the teaching, practice and assessment of the necessary skills. This paper describes the development and implementation of quantitative skills mapping tools for courses in STEM at a regional university that offers both on-campus and distance modes of study. Key elements of the mapping project included the identification of key graduate quantitative skills, the development of curriculum mapping tools to record in which unit(s) and at what level of attainment each quantitative skill is taught, practised and assessed, and identification of differences in the way quantitative skills are developed for on-campus and distance students. Particular attention is given to the differences that are associated with intensive schools, which consist of concentrated periods of face-to-face learning over a three-four day period, and are available to distance education students enrolled in STEM units. The detailed quantitative skills mapping process has had an impact on the review of first-year mathematics units, resulted in crucial changes to the curriculum in a number of courses, and contributed to a more integrated approach, and a collective responsibility, to the development of students' quantitative skills for both face-to-face and online modes of learning.

Unit testing as a teaching tool in higher education

Unit testing in the programming world has had a profound impact in the way modern complex systems are developed. Many Open Source and Free Software projects encourage (and in some cases, mandate) the use of unit tests for new code submissions, and many software companies around the world have incorporated unit testing as part of their standard developing practices. And although not all software engineers use them, very few (if at all) object their use. However, there is almost no research available pertaining the use of unit tests as a teaching tool in introductory programming courses. I have been teaching introductory programming courses in the Computer Sciences program at the Sciences Faculty in the National Autonomous University of Mexico for almost ten years, and since 2013 I have been using unit testing as a teaching tool in those courses. The intent of this paper is to discuss the results of this experience.

Automatic and Semi-Automatic Test Generation for Introductory Linguistics Courses Using Natural Language Processing Resources and Text Corpora

AbstractThis paper describes a collection of Natural Language Processing (NLP) modules which automatically generate exercises for introductory courses on structural linguistics and English grammar at a Canadian University.While there is a growing demand for electronic exercises, online testing tools, and self contained linguistics and grammar courses, the exercises and tests offered on companion websites for popular textbooks consist largely of multiple choice type questions.The modules create exercises to practice and test part-of-speech identification, morphological analysis of complex words, and the analysis of sentences into phrase structure trees. They are part of an infrastructure capable of delivering instructional material, exercises for for self assessment, and online testing tools for courses which either use blended instruction or are taught exclusively online.Modules which are work in progress will be briefly discussed in the final section of this paper.

Multiple Choice Tests: More than a Time Saver for Teachers

Multiple choice tests are usually used as an assessment tool for courses with many students. However, such tests bear much more potential for education. We have used them as online training tool in the form of a geotechnical quiz. Students can use this test in addition to the regular face-to-face classroom classes, in which traditional engineering calculation examples are trained, in the sense of blended learning. The test tries to emphasise that learning can be fun. Right and wrong answers are commented immediately after submitting the choices and hints are given to understand the correct solution. A second independent online test is provided, which directly simulates the multiple choice part of the written exam. The exam is completed by calculation examples similar to those trained in the regular classes. We have evaluated both multiple choice tests in terms of acceptance and learning impact. They have proofed to be a useful additional tool in teaching. Online multiple choice tests can be recommended although their preparation needs a huge amount of work power.

Interactivity-based control education: Some experiences at the University of Córdoba

In this work, it is described some of the experiences of the Department of Computer Science and Numerical Analysis of the University of Córdoba about the use of interactive tools in courses on process control. This experience begins with descriptions of the tools employed and the collaborative environment used to publish the labs in Internet. Among other, different fields such as signal processing, advanced control, automation, event-based control or PID tuning are considered. Attention is focused on how meaningful are the proposed concepts for students and the assesstment of the learning.

Big shifts in anatomy education (215.1)

Anatomy instruction is evolving. For some courses, this means fewer lectures, more pre‐class assignments, more in‐class small group activities, and more online and computer‐delivered learning activities. What is the rationale behind these changes in anatomy instruction? Which changes in instruction result in increased mastery of the course material? How does an instructor select the best learning tools and teaching methods for their students? By participating in this session, you will be able to: * Describe the key features of active learning, supporting theories, and evidence.* Discuss various types of active learning, including the flipped classroom format and independent study methods for anatomy courses.* List several types of instructional strategies and learning tools for courses in anatomy and other basic science courses.* Select instructional methods and learning tools that will enhance motivation and mastery of anatomy for students in your classroom.

Assessing the Assessments

AbstractThey said of the July 1997 Asian regional financial crisis that ‘…it could never happen again’. They were right. There has not been another regional crisis—just an international one! This paper owes its origins to the Asian financial crisis. The crisis sparked the development of an assessment model for the evaluation of insolvency laws. The paper reviews the considerable developments in this area, commencing with the pioneering work of the Asian Development Bank in the aftermath of the Asian financial crisis in 1997 and culminating in the, now, quite established triennial practice of the European Bank for Reconstruction and Development (EBRD) in its assessment of the insolvency laws of its ‘countries of operation’. Along the way, mention is also made of the development and application of the World Bank ‘Principles’ and the United Nations Commission on International Trade Law Legislative Guide for Insolvency Law. All of these diagnostic tools have been variously employed in an endeavour to provide a fair and acceptable basis for evaluating an insolvency law. The paper draws comparisons from these tools and concludes that there is a considerable degree of correlation between them, such that approaches taken in 1998 have remained much the same to this time. The EBRD assessment programme is singled out for fuller analysis. It was developed with the benefit of the earlier assessment models and is consistently used as a means of tracking the development of insolvency laws. Accordingly, the paper presents the survey questionnaire on which the EBRD assessment is based, explains the methodology behind it and presents the results of the last of such assessments (2009). It invites an examination of the bases on which the EBRD assessments are undertaken and whether the approach is sufficiently broad, objective and fair and its use in possibly creating aspirations for reform. One purpose of the paper is to capture and record the historical origins and development of the assessment models before it all becomes lost in the passage of time. The paper also advances the use of the EBRD assessment model as a teaching tool in courses in comparative and international insolvency law. Copyright © 2014 INSOL International and John Wiley & Sons, Ltd