Web-based Teaching Resources Research Articles

From Digital Literacy to Critical Digital Ecology: Curricula as Digital Places in Art Education

Abstract This article makes a case for the critical potential of media ecology frameworks to address the limits of the media literacy frameworks prevalent in visual culture art education pedagogies that focus on art education with digital materials. In this article, I articulate a brief history of the literacy metaphor in visual culture art education, before summarizing recent arguments advocating for a shift from media literacy to media ecology in critical digital pedagogies. I then examine my own digital curricular place-craft in the development of Crafting Digital Places, a Web-based teaching resource that played a part in a series of remotely taught summer camp programs focusing on critical digital place-craft. In this article, I aim to illustrate the critical and practical limits of engaging digital materials via the literacy metaphor. I also aim to show how a media ecology approach—framing digital systems as places with agentic material qualities—affords art educators distinctive potentials for critical practice and curriculum design.

WEB-BASED TEACHING RESOURCES FOR BUSINESS ENGLISH CLASSES

In recent years, the use of web based resources for English language learning and teaching has become an integrative part of most English language courses worldwide. Since the advent of ESP numerous specialized online resources have been created in order to facilitate the process of English language learning and teaching in different specialized fields. The aim of our paper is to ca rry out a descriptive analysis of some particular online resources for ESP in the business field, highlight their advantages and provide some ideas for ESP teachers on how to use them for different purposes in Business English courses.

Pengembangan Bahan Ajar Berbasis Web untuk Meningkatkan Minat Belajar pada Mata Pelajaran Aqidah Akhlak

The purpose of this study is to create an online teaching resource for the course Aqidah Akhlak at MAN 1 Pamekasan and assess how students react to it. This study used the Research and Development (R&D) technique, with 30 students from MAN 1 Pamekasan in the eleventh grade serving as the research subjects. A student response survey serves as the study instrument, and descriptive qualitative analysis is used for data analysis. The findings of the study suggest that the generated web-based teaching materials have the ability to increase students' motivation for learning and improve their educational experiences. This is demonstrated by the favorable feedback that students have regarding the instructional materials, which feature adaptability, diverse subject matter, independence, social contact, and academic advantages. The development of online instructional materials for the topic of aqidah akhlak has shown to be a successful strategy for piqueing students' interest in the learning process. In addition to providing flexible access to the learning resources, this instructional material also gives students the tools they need to learn more independently. Additionally, a better overall learning experience is made possible by the social connections that the web platform fosters. The utilization of web-based teaching resources has enhanced Aqidah Akhlak learning at MAN 1 Pamekasan, according to the research findings.

Design of an English Web-based Teaching Resource Sharing Platform based on Mobile Web Technology

Thanks to the booming technology of computers and multimedia, student-centered online teaching resource platforms have become an important way for students to learn. However, English teaching resource platforms at the present stage fail to effectively integrate the massive and scattered learning resources. Based on this, the study proposes an English online teaching resource sharing platform based on mobile Web technology, using the SOAP protocol to deploy heterogeneous data resources as Web services to achieve interchangeability between heterogeneous resources. In addition, to enhance the efficient use of learning resources by students, the study proposes a hybrid algorithm based on collaborative filtering algorithm and sequential pattern mining algorithm to achieve personalized sequential recommendation for students. The results show that the platform created by the study exhibits excellent performance in terms of resource transfer capability, achieves efficient teaching resource sharing in a short response time and also shows that the proposed recommendation algorithm is highly accurate.

A Web-Based Metallographic Atlas for Teaching Materials Science

The COVID-19 pandemic has forced many higher education institutions to offer their courses online, which is quite challenging when implementing laboratory sessions. Here we describe a web-based teaching resource consisting of a metallographic atlas with more than 200 micrographs corresponding to pure metals, binary alloys, steels, cast irons, and light alloys. The atlas is designed for majors and graduate level students in materials science disciplines, and it focuses on the interpretation of optical micrographs. The web page metrics, the impact on academic scores, and the results of an anonymous and voluntary survey indicate a very positive response to this online teaching resource material.

From "solitary thinkers" to "social actors": OER in multilingual CALL teacher education

Among many dilemmas in educational practices in today's networked environments is the question of language teacher preparation for tomorrow's world. Secondary school teachers of modern foreign languages face multiple challenges in making the transition from the relatively closed scholastic tradition of university ivory towers, which are often resistant to digital cultures, to classroom contexts with different expectations regarding the technological mediation of teaching and learning. Open educational resources (OER) have an important role to play in this transition, as do open education practices (OEP). The present paper examines a hybrid computer-assisted language learning (CALL) course for pre-service teachers at a French university as a context for developing OER awareness. Trainee teachers of different foreign languages completed individual and collective tasks using blogs, wikis and social media to a) share examples of teaching and learning activities, b) research and filter web-based teaching resources, and c) discuss technology use for language teaching. The study investigates the design of teaching activities and motivations for creating, identifying and sharing OER, identifying areas of concern for these teachers and highlighting contrasting views of both language teaching and professional development. The paper thus sheds light on both the process and the products of this form of CALL teacher education, and concludes with implications regarding the changing social roles of both language learners and their teachers in relation to the goals of the OER/OEP movement.

Development of a web-based teaching resource for analytical science practitioners

This paper describes the production of multimedia teaching material aimed at working analysts in the water industry who are studying the Open University‟s Foundation Degree in Analytical Sciences. In collaboration with staff at Scottish Water, Edinburgh laboratories, audio and video materials were produced which demonstrate a number of basic laboratory techniques routinely carried out in chemistry and microbiology laboratories. Teaching laboratory techniques (and associated safety procedures) is by its very nature a visual process, and requires the cultivation of a skill base and good practice that can only be gained by repetition. However an initial „show and tell‟ stage is required. This is extended to coverage of aspects of laboratory management, and how analysts work in teams to produce analytical data for the customer.

Open Biomedical Engineering education in Africa.

Despite the virtual revolution, the mainstream academic community in most countries remains largely ignorant of the potential of web-based teaching resources and of the expansion of open source software, hardware and rapid prototyping. In the context of Biomedical Engineering (BME), where human safety and wellbeing is paramount, a high level of supervision and quality control is required before open source concepts can be embraced by universities and integrated into the curriculum. In the meantime, students, more than their teachers, have become attuned to continuous streams of digital information, and teaching methods need to adapt rapidly by giving them the skills to filter meaningful information and by supporting collaboration and co-construction of knowledge using open, cloud and crowd based technology. In this paper we present our experience in bringing these concepts to university education in Africa, as a way of enabling rapid development and self-sufficiency in health care. We describe the three summer schools held in sub-Saharan Africa where both students and teachers embraced the philosophy of open BME education with enthusiasm, and discuss the advantages and disadvantages of opening education in this way in the developing and developed world.

Available web-based teaching resources for health care professionals on screening for oral cancer.

Objectives: To identify websites with adequate information on oral cancer screening for healthcare professionals (HCPs) and to assess both their quality and contents. Study Design: Websites were identified using Google and HON medical professional search engines using the terms “screening for oral cancer”. The first 100 sites retrieved by each engine were analysed using the DISCERN questionnaire (reliability), the V instrument (contents on oral cancer) and further by the Flesch-Kinkaid Reading Grade Level and the Flesch Reading Ease (readability). Results: The overall rating showed minimal shortcomings in the quality of the information in the websites. The coverage and correctness of information on “visual examination” was rated as fair/good, whereas updating of contents resulted very variable (eg: 81% for visual examination and 18.2% for molecular biomarkers). These results permitted to rank the websites housing relevant information for oral cancer. Top ranking websites were affiliated to the Oral Cancer Foundation (USA), WHO Collaborating Centre for oral cancer (UK) whose webpage is entitled “Oral Cancer Education and Research”, and the Clinical Guidelines maintained by the British Columbia Cancer Agency (Canada) and the British Dental Association (UK) respectively. Conclusions: There are web-based, HCP-addressed, resources on screening for oral cancer housing heterogeneous information both in quality and contents. The use of specific evaluation tools permits the selection of reliable websites on this topic with a potential to improve the existing educational gaps among HCPs. Key words:Oral cancer, early diagnosis, screening, secondary prevention, internet, teaching resources, continuous education.

Editorial/Letters/Crossword

Editorial/Letters/Crossword

How to find a web interface for successful education (WISEbyte)

‘Give a man a fish and you feed him for a day. Teach him how to fish, and you feed him for a lifetime…’. Although the exact origin of this proverb is unknown, its meaning is clear and wisdom self-evident. In the field of health professions education, there are many websites that can be used as teaching aids, some of which have undergone peer review. Some organizations have created repositories of online teaching materials hosted by various organizations. You can certainly find a lot of ‘fish’ there to feed your appetite for high-quality teaching materials. For examples of repositories that contain online teaching materials, see Table 1. However, these repositories and other lists of websites cannot be comprehensive, so it is important to know the basic review skills to evaluate websites that may be useful for your teaching that you come across in your journeys around the web. This article intends to teach you ‘how to fish’ for useful web-based teaching resources to help you succeed as a clinical teacher.

Integration of Problem‐Based Learning and Web‐Based Multimedia to Enhance a Soil Management Course

In an attempt to address declining enrollment in soil science programs and the changing learning needs of 21st century students, several North American universities have re‐organized their soil science curriculum and adopted innovative educational approaches and web‐based teaching resources. An interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop a web‐based teaching tool, which combined a face‐to‐face problem‐based learning (PBL) case study with multimedia to illustrate the impacts of three land‐uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/; verified 4 Oct. 2011) was a collaborative and concentrated effort to maximize the advantages of two educational approaches—the web's adaptability and accessibility, and PBL's capability to foster an authentic learning environment, apply core concepts, and encourage group work. The design of the LUI case study was guided by Herrington's development principles for web‐based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem‐solving. Preliminary student feedback indicated that the LUI tool conveyed case study objectives and was appealing to students. The tool is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management, but it is flexible enough to be adopted for other natural resource courses.

An Experimental Webquest-based Teaching Platform for Network Interconnection Course

Traditional web-learning solution was designed for individual teaching unit and without generalized support platform. This drawback give rising to a series of difficulties of teaching resources management, reuse and integration. By analyzing the teaching requirements of network interconnection course, by means of constructivist learning theory, on the basis of the web-based teaching resources library, a webquest-based teaching platform for network interconnection course was proposed in this paper. The platform is designed to resolute the limitations of traditional teaching model, and it puts forward a blended learning model which integrates both classroom and online learning model to improve the learning opportunities and motivation.

Development of a web-based teaching resource for analytical science practitioners

Development of a web-based teaching resource for analytical science practitioners

A web-based teaching resource to prepare for final undergraduate examination: a French pilot study

Access to accurate and quality-controlled health information on the Internet for medical students is not an easy task. CISMeF is the search tool of a MeSH-indexed directory of medical Internet resources in French. Since 2004, a new French Pre-Residency Examination (PRE) is compulsory for all medical students in the 6th year of the curriculum. The goal of this study is to evaluate CISMeF as a tool to provide teaching resources available on the Internet covering PRE material. The CISMeF terminology and the PRE CISMeF module are described. To assess the CISMeF performance in covering PRE program, its precision (number of relevant resources/number of overall resources extracted by CISMeF) and coverage (number of PRE questions covered by at least one resource in the CISMeF gateway) were computed. The CISMeF module for the new French Pre-Residency Examination is efficient as it already covers 95.7% of the program with a precision of 82.2%. Our data demonstrates that CISMeF is acceptable to guide students’ learning and should be a useful teaching resource for the preparation of the French Pre-Residency Examination.