Your search found 827 results.

Descriptors:
Instructional Design; Internet; Course Content; Geographic Information Systems; Resource Units; Database Management Systems; Lecture Method; Geography; Geography Instruction; College Students; Foreign Countries

Abstract:
Content development and maintenance of geographic information systems (GIS) related courses, especially designed for distance and online delivery, could be a tedious task even for an experienced instructor. The paper outlines application of abstract instructional design techniques for modeling course structure and developing corresponding course content using the concept of learning objects. The paper elaborates on theoretical and methodological aspects of using learning object to design a family of the subject-related courses. Feasibility of the developed methodology is illustrated by the practical implementation using author-it component content management system. The developed course content pyramid, learning objects, and other course content components were used to compile lectures and laboratory assignments for different GIS courses, designed both for in-class and online delivery. (Contains 2 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Electronic Publishing; Data; Information Utilization; Information Management; Information Processing; Database Management Systems; Human Factors Engineering; Technology Planning; Information Theory; Influence of Technology

Abstract:
Colleges and universities are swimming in an ever-widening sea of data. Human beings and machines together generate about 2.5 "quintillion" (10[superscript 18]) bytes every day, according to IBM's latest estimate. The sources of all that data are dizzyingly diverse: e-mail, blogs, click streams, security cameras, weather sensors, social networks, academic research, and student portfolios, to name just a few. And it's all coming at warp speed: Google alone reportedly processes 24 petabytes (that's a "quadrillion"--10[superscript 15]--bytes) every day. The industry buzz phrase for this phenomenon is "Big Data," which loosely refers to data sets too large and/or diverse for conventional tools to manage and mine efficiently. For colleges and universities, Big Data presents a challenge that will only get...well..."bigger". But approached with the right tools and strategies, Big Data also offers an incredibly rich resource for improving retention rates, fine-tuning curricula, and supporting students, faculty, and administration in myriad ways. This article, the first installment of a two-part series, explains Big Data and its potential for improving student learning and success. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Pilot Projects; Database Management Systems; Partnerships in Education; Best Practices; Technology Planning; Program Administration; Vendors; Information Technology

Abstract:
Why would schools consider partnering with a vendor to operate a pilot? Why not just wait until the final product is released? For starters, pilots provide schools with a golden opportunity to get an early look at the software, take it for a test flight, and ask for changes tailored to their operating environment and business needs. In some cases, too, there is a financial benefit, including free or discounted software, assistance in installation, or credit applied to an annual contract. To ensure a smooth flight, this article offers six tips for schools embarking on pilot projects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Cost Effectiveness; Computer Software; Open Source Technology; Online Vendors; Database Management Systems; Technology Planning; Program Administration; Best Practices; Performance Factors; Information Technology; Strategic Planning

Abstract:
With their budgets under increasing pressure, many campus IT directors are considering open source projects for the first time. On the face of it, the savings can be significant. Commercial emergency-planning software can cost upward of six figures, for example, whereas the open source Kuali Ready might run as little as $15,000 per year when hosted by a consortium. But it's important not to be seduced by the numbers alone. While these vendors can save institutions time, money, and resources, it's important for IT leaders to clarify exactly how the relationship will work and what's included in the service contract. Many of the issues that IT departments routinely hash out with proprietary software vendors apply in the open source market, too. Total cost of ownership and return on investment are probably the two biggest, but there are some questions unique to the open source arena that need to be answered as well. This article discusses seven questions IT leaders must have answers to before taking the plunge: (1) Is there a rich ecosystem around the software?; (2) What type of governance structure does the open source project utilize?; (3) How active is the vendor in the open source community?; (4) What are the licensing options, and what are the exit costs?; (5) How flexible is the vendor?; (6) How engaged will the vendor be with IT staff?; and (7) Which charges are additional? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Technology; Information Technology; Leadership; Learning Strategies; Computer Software; Leadership Training; Open Source Technology; Administrator Education; Educational Administration; Courseware; Computer System Design; Cohort Analysis; Minimum Competency Testing; Participant Characteristics; Database Management Systems; Instructional Material Evaluation; Computer Software Evaluation; Technology Uses in Education; Foreign Countries

Abstract:
The development in information technology has now moved from the first wave that emphasises on computer technical skills to the second wave which focuses on the application and management aspects. This paper aims to investigate the use of learning management system among future school heads in education management and leadership. The study was conducted in two phases. The first phase focused on developing a learning management system using open source software--"Moodle". This phase emphasized on the processes involved in designing and developing the learning management system prototype called "E-Headship". The second phase evaluated participants' suitability in becoming future school leaders and managers through the use of E-Headship for the National Professional Qualification for Headship (NPQH) programme. "E-Headship" was then evaluated in terms of the applications of the learning management system. Sixty (60) participants from Institut Aminudin Baki (IAB)--an institute for training school administrators took part in the study. The data were analyzed using descriptive statistic focusing on reporting of the results in percentile, means, standard deviation and frequency. As it compared the performance results of two groups, a simple T-test was also performed. The results revealed that "e-Headship" has succeeded in promoting teaching and learning strategies to a higher degree. It is hoped that the use of such prototype will help the education institution in designing and developing better programmes that could benefit the participants at large. (Contains 4 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1280K) |  More Info:
Help Find in a Library

Descriptors:
Computer Literacy; Guidelines; Graphs; Computer Software; Data Analysis; Task Analysis; Database Management Systems; Courseware; Technology Uses in Education; Teaching Methods; Data Interpretation; Data Processing; Charts; Worksheets; Program Descriptions

Abstract:
The interpretation of single-case data requires systematic visual analysis across and within conditions. Graphs are a vital component for analyzing and communicating single-case design data and a necessary tool for applied researchers and practitioners. Several articles have been published with task analyses for graphing data with the new versions of Microsoft Excel and versions of Microsoft Office software prior to Microsoft Office 2007. This article extends the previous literature on the construction of single-case graphs by providing task analyses for using Microsoft[R] PowerPoint 2007 and 2010, Microsoft[R] PowerPoint for Mac[TM] 2008 and 2011, Microsoft[R] Word 2007 and 2010, and Microsoft[R] Word for Mac[TM] 2008 and 2011. This article is a revision and update of guidelines published earlier in the "Journal of Early Intervention." The current article provides updated guidelines for current software programs. Some of the narrative is similar to that of the original version. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Early Childhood Education; Systems Development; Management Information Systems; Data; Data Collection; Database Management Systems; State Standards; Guidelines; Primary Sources; Program Development; Information Management

Abstract:
Early education leaders--inside and outside of government--are looking for new ways to improve quality, accountability, and efficiency across many different programs serving young children and their families, and they see investment in data systems as a pivotal part of that effort. However, it can be challenging to develop and implement effective data systems that successfully build on existing platforms and serve multiple purposes. If done well, a data system can provide critical information to support policy decisions, steer continuous quality improvement, create cost savings, and improve customer service. If done poorly, a data system can create new administrative burdens, incur unexpected costs, and tarnish an agency's reputation. To ensure your data project provides the greatest benefits to all involved, download this guide to learn about key considerations across the "Assess, Plan, Do, Evaluate" cycle of data systems development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (704K)

Descriptors:
Student Attitudes; Technical Assistance; Usability; Group Testing; Online Surveys; Database Management Systems; Courseware; Participant Satisfaction; Attitude Measures; Performance Factors; Needs Assessment; Preferences; Technical Support; Online Systems

Abstract:
The purpose of this study was to determine factors that influenced student satisfaction with a new learning management system and to identify which of these factors were most important. The data was collected using an an online survey tool that was administered to students enrolled in courses designed and taught by faculty who participated in a pilot group testing a new learning management system (LMS). The findings support previous research in this area, indicating that usability of the LMS and availability of technical assistance is strongly correlated with student satisfaction. Study findings will be used to improve LMS training and institution-wide technology support. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (139K) |  More Info:
Help Find in a Library

Descriptors:
Academic Libraries; Research Libraries; Library Administration; Library Automation; Library Development; Library Services; Performance Technology; Systems Development; Database Management Systems; Technology Uses in Education

Abstract:
A mission-critical system is one that is so intertwined with the operation of an organization that the organization can scarcely function without it. Just as in corporations, mission-critical library systems offer the capability to unlock talent and time. They are essential to the transformation of higher education and the learning environment. A library management system that is mission-critical must enable them to focus their time and talent to create new roles and roll out new services. So while libraries put a great deal of focus on their systems and their processes, the ultimate value of a mission-critical system is that it frees them to focus on things other than systems. The challenge is not in the management system--it is in how they can stay away from it. Their relevance is not determined by their management system but by the services that they provide directly to their users. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Electronic Learning; Learning Theories; Data; Technological Advancement; Web 2.0 Technologies; Natural Language Processing; Man Machine Systems; Educational Technology; Database Management Systems; Handheld Devices; Access to Information; Cooperative Learning; Epistemology; Student Behavior; Behavior Change; Constructivism (Learning); Semantics; Privacy; Standards; Technology Uses in Education; Change Agents

Abstract:
Web 3.0, termed as the semantic web or the web of data is the transformed version of Web 2.0 with technologies and functionalities such as intelligent collaborative filtering, cloud computing, big data, linked data, openness, interoperability and smart mobility. If Web 2.0 is about social networking and mass collaboration between the creator and user, then the Web 3.0 is referring to intelligent applications using natural language processing, machine-based learning and reasoning. From the perspective of advancements in e-Learning, the Web 2.0 technologies have transformed the classroom and converted a passive learner into an active participant in the learning process. This paper posits that the way both previous generations of e-Learning (1.0 and 2.0) have emerged with the prevalent technologies in their kin Web versions (1.0 and 2.0, respectively), it can be argued that e-Learning 3.0 will provide all earlier generations' capabilities enhanced with the Web 3.0 technologies. Furthermore, in this paper, reviewing all the theories of learning and examining closely the theory of connectivism (considered to be the theory of learning for the digital age), it is argued that since most of the technologies that are to be a part of e-Learning 3.0 are addressed by these principles, a call for a new learning theory for e-Learning 3.0 is not justified. Finally, a review of the secondary literature shows that there will be various challenges and issues related to prevalence and adoption of e-Learning 3.0 technologies, for example increased privacy and security risks, web accessibility, readiness of the users, requirement for further standardization of e-Learning technologies and social issues in term of increase of the digital divide. (Contains 3 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (81K)