1,721,106 research outputs found
Some Valuable Lessons from the Teaching & Learning Technology Programme in the UK
No full textThis paper considers some lessons for teaching and learning technology (TLT) in UK Higher Education (HE), relevant to HE lecturers concerned with the development of technology-based teaching, and informed by the official evaluation report of the Teaching and Learning Technology Programme (TLTP) (HEFCE, 1996a). The paper analyses the TLTP evaluation report, and draws two conclusions. First, UK HE TLT developers do not generally appreciate the necessity for instructional systems engineering (ISE) expertise. Second, even where the need for ISE expertise is appreciated, these developers generally do not recognise that they have neither this expertise nor the particular expertise required for computer-aided instruction. The paper then offers a commentary on these conclusions, informed by personal experience in both commerce and academia, followed by a consideration of the viability criteria for TLT projects in HE, and ends by asserting that there is little justification for such projects in UK HE at present
The Revised IOM Class Rules
No full textThe changes to the class rules for the International One Metre class of racing yacht are explained
Alien Registration- Gilbert, Lester (Fairfield, Somerset County)
Full text linkhttps://digitalmaine.com/alien_docs/9542/thumbnail.jp
Some notes on bulb inclination and on using a general VPP for modelling its effects
No full textThe use of fin keels and ballast bulbs on modern high-performance yachts presumably means that the design and performance characteristics of such appendages are more or less well understood, but the question of how much to incline the bulb of a ballast keel seems to have little hard analysis in the open literature. This paper attempts to provide a brief theoretical analysis and derived VPP predictions. There are some practical results from radio-controlled racing yachts. Velocity prediction programs (VPPs) are general-purpose tools that model the major factors affecting a yacht’s performance, and may often not accommodate a particular variable of interest. The paper outlines a simple technique for employing a general-purpose VPP to explore the effect of variables that are considered "not available" in that VPP, illustrated by using the technique to address the problem of the appropriate angle of inclination for a ballast bulb
Principles of E-learning Systems Engineering
No full textThe book integrates the principles of software engineering with the principles of educational theory, and applies these principles to the problems of e-learning development. It presents both strong practical and strong theoretical frameworks for the design and development of technology-based materials and environments which are intended to have teaching, training, or educational value. It brings together a complete range of specific theories and detailed techniques for the design, development, and delivery of learning activities and materials for presentations, training courses, and academic lessons
Competence modelling and technology-enhanced learning
No full textCompetence is the ultimate goal of education, teaching, and training. Competence is the expression of ability and skill, not only concerned with the provision of information, the acquisition of knowledge, and the development of wisdom. Increasingly, education, teaching, and training are undertaken with technology support, particularly through the Web, the internet, and institutional intranets. The principled design and construction of effective technology support requires new approaches to appropriate models, views, and structures of learning and teaching. In particular, assessment has shifted away from content-based tests of information retention to competence-based tests of ability and skill, and away from summative tests of achievement to formative tests which support and enhance learning. This book presents the design, implementation, and evaluation of an ontological approach to adaptive assessment and the automatic generation of questions from a competency model. Examples of applying the competence model are described, and experiments are reported that demonstrate the generation and adaptive sequencing of assessments
Improving the pedagogical expressiveness of IMS LD
No full textThe IMS Learning Design specification (LD) was introduced in order to describe any learning and teaching scenario in a formal way. Its high level of generality, however, may make it difficult for teachers and instructional designers to apply it to their learning and teaching scenarios. This limitation suggests the need to explicitly separate and identify the roles of learner and teacher, identify more carefully the teaching activities of evaluation and feedback, and integrate more fully learning objectives into learning activities. The paper suggests an expanded IMS LD model to make the learning and teaching components more explicit. Benefits and impacts of an improved model include reuse of learning content, automated processes for metadata creation and search, providing additional detail to the participating teacher and learner descriptions, increasing the granularity for such descriptions, and making more precise the different steps in the learning and teaching process by defining relevant data and structures such as competence, evaluation, artefact, and feedback
Affordances of machine-processable competency modelling
No full textExisting e-learning competency standards such as the IMS Reusable Definition of Competency or Educational Objective (IMS RDCEO) specification and the HR-XML standard are not able to accommodate the level of a competency described separately from its narrative description; the grading scale of a competency; the success threshold of a competency; or the structure of competency trees or hierarchies. The proposed competency model addresses these problems and reflects all relevant features of the learner’s behaviour and their knowledge, skills, and attitudes that affect their learning and performance. Statements of competency are machine-readable. Machine processing can offer interoperable and reusable resources and applications that are pedagogically effective for e-learning and assessment. A competency statement which can be read, processed, and interpreted by machine contributes to the automatic generation of questions, distractors, and question sequences, and offers a semantic structure for further processing
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